BACKGROUND: Health literacy (HL) refers to an individual\'s ability to access, understand, and apply health information to make informed decisions about their health. On the contrary, oral health literacy (OHL) focuses on an individual\'s ability to understand and utilize oral health information to maintain good oral health.
OBJECTIVE: This study presents a comprehensive literature review that explores the theoretical foundations and practical applications of HL and OHL.
METHODS: A comprehensive search was conducted using keywords on the following databases: PubMed, Google Scholar, and Cochrane Database of Systematic Reviews.
RESULTS: The existing literature on various aspects of HL, including the most common used definitions of HL, conceptual frameworks, and consequences of limited health and OHL, was summarized. Additionally, the review discussed the significance of HL and OHL. Also, the relation between parent level of OHL and children\'s oral health was described. It further highlights modern approaches that have been shown in previous studies to improve the OHL of primary caregivers.
CONCLUSIONS: Understanding the significance of HL and OHL is crucial in developing effective interventions that can address disparities and improve oral health outcomes for individuals of all backgrounds.

The aim of this review was to evaluate the association between parental oral health literacy and children\'s oral health outcomes. A comprehensive search was conducted across four electronic databases to identify articles that were published up to October 2023. The articles that met our predetermined criteria were then screened and assessed for eligibility. Updated Arksey and O\'Malley\'s scoping review framework was followed. After identifying 2964 references, duplicates were removed, leaving 1992 titles. Following the screening of article titles and abstracts, 19 full-text articles underwent a thorough examination. The scoping review included 19 relevant studies. In most of the studies included, the status of oral health of children is linked to the caregiver\'s oral health literacy. Children of caregivers with low oral health literacy were found to exhibit deleterious oral health habits, including inadequate teeth brushing and the use of bottles at night-time. Dental caries was found to be more common in children whose parents had low oral health literacy. Striving for optimal oral health literacy in the community is a valuable and worthwhile effort. Equipping parents with the skills and knowledge to make appropriate decisions about their children\'s oral health could positively prevent dental caries and promote better oral health outcomes.

OBJECTIVE: Many people with psychosis do not seek help which delays access to recommended treatments. Duration of untreated psychosis is associated with poor healthcare outcomes and increased risk of relapse. The reasons why people delay accessing treatment remain unclear. This is the first systematic review to synthesise the literature examining professional and non-professional help-seeking in psychosis across clinical and subclinical populations.
METHODS: We searched four databases (APA PsycINFO, APA PsycArticles, Medline and British Library EThOS) to generate a comprehensive account of the quantitative literature. Heterogeneity of measures precluded a meta-analysis.
RESULTS: We identified 19 articles (including 9686 participants) that met criteria for the review. Help-seeking in psychosis is associated with being female, having a higher level of education, and experiencing more than one symptom. People with psychosis report stigma, poor mental health literacy and lack of family support as key barriers. Clinicians report childhood physical abuse, insecure attachment and severity of psychosis as additional barriers. We also found differences in preferred sources of help across cultures. There is currently no consensus on reliable help-seeking measures.
CONCLUSIONS: This is the first systematic review to examine help-seeking behaviour in psychosis. Assertive and culturally sensitive engagement efforts should be targeted towards people with a history of early adversity, poor mental health literacy, limited social support and more severe psychosis.

UNASSIGNED: Little is known about the literacy skills of children with childhood apraxia of speech (CAS) or effective methods for teaching them to read. This systematic scoping review aimed to synthesise what is known about this issue.
UNASSIGNED: Nine databases were searched to identify relevant articles. Included articles were categorised by study design, quality, and confidence of CAS diagnosis.
UNASSIGNED: Twenty-three articles were included, 17 described literacy skills of children with CAS and six trialled literacy interventions. Children with CAS had early skills deficits that manifest as literacy difficulties in the later school years and beyond. They frequently had poorer outcomes compared with both typical readers and children with other speech disorders. Both the extent of literacy impairment and responsiveness to intervention appear to be related to the severity of speech impairment. Four literacy interventions for children with CAS were identified.
UNASSIGNED: Children with CAS are at high risk of literacy difficulty and may require early literacy intervention to help them attain academic success. Further research is warranted to determine the longer-term literacy outcomes of children with CAS, appropriate means of assessment, and whether a systematic synthetic phonics approach is an effective form of literacy instruction for this population.

UNASSIGNED: Investment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms.
UNASSIGNED: The aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet-enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4-12 within the primary/elementary school (or equivalent) classroom.Specifically, the review aimed to answer the following research questions: -What is the effect of mobile device integration in the primary school classroom on children\'s literacy and numeracy outcomes?-Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles)-Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy?-Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender).-Do the benefits of mobile devices for learning last for any time beyond the study?-What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard? An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice.
UNASSIGNED: The search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand-search of relevant journals and conference proceedings. Contact was also made with prominent authors in the field to identify any ongoing or unpublished research. All searches and author contact took place between October and November 2020. The review team acknowledges that new studies will likely have emerged since and are not captured at this time. A further update to the review in the future is important and would build on the evidence reflected here.
UNASSIGNED: The review included children within mainstream primary/elementary/kindergarten education settings in any country (aged 4-12), and interventions or activities initiated within the primary school classroom (or global equivalent) that used mobile devices (including tablets, smartphones, or hand-held gaming devices) to intentionally support literacy or numeracy learning. In terms of study design, only Randomised Controlled Trials were included in the review.
UNASSIGNED: A total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta-analysis model. Risk of Bias assessment was undertaken by three reviewers using the ROB2 tool to assess the quality of studies, with 13 studies rated as having some concerns, and 5 as having high risk of bias. Qualitative data was also extracted and analysed in relation to the types of interventions included to allow a comparison of the key elements of each.
UNASSIGNED: A positive, statistically significant combined effect was found (Cohen\'s d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g., a laptop or desktop computer) or no device (class activities as usual). However these results should be interpreted with caution given the risk of bias assessment noted above (5 studies rated high risk of bias and 13 rated as having some concerns). As the interventions and classroom circumstances differed quite widely, further research is needed to understand any potential impact more fully.Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura\'s [2009] SAMR model of technology integration). There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post-test period. Sensitivty analysis was also undertaken to exclude the five studies identified as having a high risk of bias, to identify any impact they may have on overall findings.
UNASSIGNED: Overall, this review demonstrates that for the specific interventions and studies included, mobile device use in the classroom led to a significant, positive effect on literacy and numeracy outcomes for the children involved, bringing positive implications for their continued use in primary education. However given the concerns on risk of bias assessment reported above, the differing circumstances, interventions and treatment conditions and intensities, the findings must be interpreted with caution. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom, in the use of mobile devices to support learning.

OBJECTIVE: This study aims to evaluate the nursing students\' informatics competency reported in the literature.
BACKGROUND: Nursing informatics competency holds immense significance in the modern healthcare landscape, making it a vital requirement for nursing students before they graduate and embark on their professional careers. Nurses should integrate evidence-based nursing informatics (NI) into routine procedures to manage acute and chronic illnesses due to the increased complexity of the nursing profession and the healthcare systems.
METHODS: A systematic review.
METHODS: PubMed, Scopus, Web of Science, and EMBASE were searched till December 2023 for any relevant studies evaluating the nursing informatics competency among students.
RESULTS: In this systematic review of 13 articles, the nursing informatics seems to be familiar among nursing students. Most of the included participants were generally competent, with an average total nursing informatics competency score of 3.4. In addition, they reported good scores for the clinical informatics role (Mean = 2.63), attitude (M= 3.7), basic computer knowledge and skills (M= 3.9), applied computer skills (M= 2.5), and wireless device skills (M= 3.2). However, these results were limited due to the use of structurally different assessment tools and their different cutoff values.
CONCLUSIONS: Nursing informatics competency has a great impact on the quality of services provided by healthcare systems. It is affected by several factors, such as the student\'s previous computer experience and the curricular and extracurricular exposure to informatics knowledge and skills. The available literature lacks a precise judgment on the competency of nursing students. But it seems to vary from fair to good among them. So, it is recommended to include nursing informatics as an obligatory course rather than an elective in the nursing baccalaureate. This helps prepare future nurses with the required knowledge and skills for better clinical decision-making.

Limited health literacy is a social health determinant leading to poor health outcomes. General and health literacy correlate and can impact diagnosis and treatment understanding. Limited literacy can lead to women receiving more significant rates of invasive surgical treatment, including hysterectomies. This review explores the impact of health literacy levels on uterine fibroid awareness, diagnosis, and treatment. PubMed, CINAHL, and Academic Search Premier searched articles published between January 1, 2012, and December 31, 2022. The keywords uterine fibroids, fibroids, myomas, leiomyomas, and health literacy were used. A total of four articles were returned. Increased rates of hysterectomies were found among participants with low income and education, as well as those with limited health literacy. Hysterectomies are the removal of the uterus and thus removes a woman\'s right to have children. While increased efforts are needed to understand the impact of health literacy levels on disparities and inequities in uterine fibroid diagnosis and treatment, there is still a need for targeted patient education and community-based education that ensures patient understanding of the diagnosis and treatment options for uterine fibroids.

A robust finding from research in high-income countries is that children living in resource-poor homes are vulnerable to difficulties with language and literacy but less is known about this association in low- and middle-income (LMI) countries. We present a meta-analysis of 6,678 correlations from studies in 43 LMI countries. Overall, the results indicate a small but significant association (r = .08) between home language and literacy environment and children\'s language and literacy skills. After examining a range of moderators, adult literacy practices and books-at-home had a significantly larger association with children\'s language and literacy skills than did home tutoring. Studies using customized measures demonstrated a more marked association between home attributes and children\'s outcomes (r = .14) than studies using a common measure across multiple sites (r = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children\'s language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children\'s educational success, a critical target for many LMI countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

OBJECTIVE: This systematic review (PROSPERO ID: CRD42022226375) aimed to identify the eHealth literacy of men with prostate cancer, and their caregivers.
METHODS: 8 databases (MEDLINE, SCOPUS, EMBASE, Web Of Science, PsycINFO, ERIC, CINAHL, Cochrane CENTRAL) and grey literature sources (e.g. Google Scholar) were searched from inception to December 2023. Articles were included if assessing eHealth/digital literacy of men with prostate cancer, or their carers\', and health outcome associations. Formats such as case reports, and review papers were excluded. Records and full texts underwent independent screening and data extraction. Author disagreements were resolved by discussion. The Mixed Methods Appraisal Tool (MMAT) was used to appraise included literature, with narrative synthesis of results.
RESULTS: 21,581 records were retrieved, with 7 articles satisfying inclusion criteria. A heterogenous field was characterised with lack of modern eHealth literacy measurement tools identified. Results suggest novice eHealth literacy using web 1.0 technologies. Non-validated measures of literacy demonstrate mixed results, while health outcome effects limited in scope and reliability.
CONCLUSIONS: Prostate cancer survivors\' eHealth literacy levels is likely novice, and requires further investigation.
CONCLUSIONS: Digital technologies/resources implemented as part of patient communication practices should be vetted for quality, and tailored to patients\' eHealth literacy abilities and/or needs.

This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students\' language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.