The link between technology and sleep is more complex than originally thought. In this updated theoretical review, we propose a new model informed by the growing body of evidence in the area over the past 10 years. The main theoretical change is the addition of bi-directional links between the use of technology and sleep problems. We begin by reviewing the evidence to date for the originally proposed mechanisms of bright light, arousal, nighttime sleep disruptions, and sleep displacement. Then, in support of the new direction of effect (sleep problems preceding technology use), we propose two new mechanisms: technology before sleep might be used as a time filler and/or as an emotional regulation strategy to facilitate the sleep-onset process. Finally, we present potential moderators of the association between technology and sleep, in recognition of protective and vulnerability factors that may mitigate or exacerbate the effects of technology on sleep and vice versa. The goal of this theoretical review is to update the field, guide future public health messages, and to prompt new research into how much technology and sleep affect each other, for whom it may be problematic, and which mechanisms may explain their association.

The landscape of teaching and learning, particularly in the realm of technology-supported education, is being transformed by the ongoing presence of portable digital assistant devices and other technological tools. Such technologies have become an integral aspect of learning these days. The use of Virtual Reality, Augmented Reality, cloud computing, and social media through platforms such as Twitter, Dropbox, Google Apps, and YouTube has become the norm in modern education and has greatly enhanced the quality of higher nursing education. Therefore, this study aims to synthesize evidence on the effectiveness of technology in nursing education in Saudi Arabia. The study used a systematic review methodology to extract relevant studies from databases and reference lists of related literature reviews. Two independent reviewers screened the title, abstract, and full texts based on predefined eligibility criteria. The review identified four themes from the data retrieved from 15 published articles. The themes include attitude towards e-learning, challenges and quality related to e-learning, social media and smart phones usage, virtual reality and simulation experience. Mixed attitudes have been identified among the participants of the selected studies. Various challenges linked with e-learning, social media usage, smart phones, and simulation have been identified inclusive of technical issues, lack of awareness, lack of training, etc. The findings have also stated that awareness level should be increased related to e-learning for better outcomes in Saudi Arabia. The findings suggest that technology has the potential to improve learning outcomes for nurses, including those involved in research. Therefore, it is crucial to ensure that both educators and students receive adequate training on how to effectively use the upcoming technology in Saudi Arabia.

Despite an increasing number of studies revealing both the benefits and harms of social media use on well-being, there is heterogeneity and a lack of consensus on how social media use is conceptualized, defined, and measured. Additionally, little is known whether existing literature focuses on ill-being or well-being outcomes and whether studies use theories.
The main objective of this review was to examine (1) how social media use has been conceptualized and measured, (2) what health and well-being outcomes have been focused on, and (3) whether studies used theories.
Studies were located through a comprehensive search strategy involving 4 steps. First, keyword searches were conducted on 6 major databases: PubMed, Web of Science, PsycINFO, Embase, ProQuest, and Annual Reviews. Second, a search was conducted on Google Scholar using the same sets of search terms, and the first 100 results were examined. Third, the reference sections of reviews identified in the first 2 rounds of searches were examined, and finally, the reference lists of the final set of papers included in the review were searched. Through a multistage screening, papers that met our inclusion criteria were analyzed.
The review included a total of 233 papers published between 2007 and 2020 in 51 different countries. While 66 (28%) of the studies investigated the effects of the problematic use or addiction of social media on health and well-being, 167 (72%) studied the effects of social media use as a \"normal\" behavior. Most of the studies used measures assessing the time users spend using social media. Most of the studies that examined the effects of problematic social media use or addiction used addiction scales. Most studies examined the association of social media use with mental illnesses such as depression, anxiety, self-esteem, and loneliness. While there are a considerable number of studies investigating physical health outcomes such as self-rated health, sleep, and sitting time or lack of physical activity, relatively a small number of studies examined social, psychological, and emotional well-being. Most of the studies 183 (79%) did not use any theory.
Most studies conceptualized social media use as a \"normal\" behavior and mostly used time-spent measures, whereas a considerable number of studies conceptualized social media use as an addiction and used various addiction measures. The studies disproportionately focused on investigating the associations of social media use with negative health and well-being outcomes. The findings suggest the need for going beyond time spent to more sophisticated measurement approaches that consider the multiplicity of activities that users perform on social media platforms and the need for more theory-based studies on the association of social media use with not only negative well-being or \"ill-being\" but also with positive health and well-being outcomes.

BACKGROUND: Telehealth refers to the use of technology to deliver health care remotely. The COVID-19 pandemic has prompted an increase in telehealth services.
OBJECTIVE: This study aimed to review satisfaction with pediatric care in studies that had at least one group of pediatric patients and their caregivers receiving telehealth services during the COVID-19 pandemic and at least one comparison group of those receiving nontelehealth services.
METHODS: We searched for peer-reviewed studies published in the English language that compared the satisfaction with pediatric care between pediatric patients and their caregivers receiving telehealth services during the COVID-19 pandemic and those receiving nontelehealth services. Owing to stay-at-home orders, studies with comparison groups for nontelehealth services that took place either before or during the pandemic were eligible. We searched the PubMed, Embase, CINAHL, and PsycINFO databases on January 5, 2023. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A total of 2 reviewers independently screened the titles and abstracts before reviewing the full text of the remaining articles. The following information was extracted from each eligible study: country, participant characteristics by comparison group, study design, telehealth approach, measurement tools to assess satisfaction, and findings by comparison group.
RESULTS: All 14 eligible studies assessed satisfaction among caregivers and pediatric patients participating in video or telephone visits during the COVID-19 pandemic compared with those having in-person appointments either before or during the pandemic. In 5 of the 14 studies, a comparison of nontelehealth services took place before the pandemic, and in the remaining 9 investigations, nontelehealth services took place during the pandemic. A total of 13 studies were observational investigations with different designs, and 1 study was a quasi-experimental intervention with 3 comparison groups for video, in-person, and hybrid visits. In 9 of the 14 studies, satisfaction with telehealth services was higher than during in-person visits. Caregivers were satisfied with video visits for the ease of use and reduced need for transportation. Reasons caregivers were not satisfied with remote care included limited personal interaction with the provider, technological challenges, and a lack of physical examination. Those participating in nontelehealth services expressed that in-person interactions promoted treatment adherence. Only 1 study assessed satisfaction where adolescent patients completed their own surveys; a higher percentage of adolescents using telehealth services reported effective communication with the provider compared with patients using in-person visits.
CONCLUSIONS: In most studies, telehealth services received more favorable or comparable satisfaction ratings than in-person visits. Needed improvements in telehealth services included strategies to address technological challenges and develop better rapport among the patient, caregiver, and medical provider. Interventions may investigate the influence of telehealth services on access to and quality of care.

This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers\' perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics\' technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers\' resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care.

UNASSIGNED: Physical inactivity is one of the important factors leading to chronic diseases including cardiovascular disease (CVD) in individuals with disabilities. However, not many Physical Activity (PA) interventions are available for improving the efficacy of PA and cardiovascular outcomes among community wheelchair users. Therefore, this systematic review will appraise the existing PA interventions for the community dwelling wheelchair users; we especially examined features of the PA programs that showed the improvements in PA and the CVD outcomes compared to the interventions that did not show any improvements in these outcomes among these population. The study also aimed to provide some recommendations for future research.
UNASSIGNED: A comprehensive and systematic search of literature published between 2015 and 2020 using the databases Scopus, Pubmed, Embase, and Cochrane CENTRAL was conducted. This review has followed the Preferred Reporting Items for Systematic Review (PRISMA) guidelines. The quality of the evidence was assessed by Using Joanna Briggs Institute\'s critical appraisal tool. Studies that tested the efficacy of PA interventions for community-dwelling adult wheelchair users and published in English were involved. Two reviewers reviewed the literature and any disagreements among these reviewers were resolved by a third reviewer.
UNASSIGNED: Fourteen articles were selected for this review. Most of the studies reported improvements in PA. A few studies followed up the participants and majority of the studies have looked at the CVD outcomes.
UNASSIGNED: Large-scale studies with follow-ups, and community participatory research that evaluates the effect of PA interventions on PA and CVD outcomes among wheelchair users are needed.

Over the last decade, a substantial number of studies have addressed children\'s use of technologies and their impact on well-being. Nonetheless, there is still a lack of clarity on the operationalisation of technology use, well-being, and the relation between the two. This scoping review intended to shed lights on Digital Technologies Use, its operationalisation, and the relation between Digital Technologies Negative Use (DTNU) and children\'s well-being. For the scope of the special issue we focused on negative use. Results showed two conceptualisations of DTNU: compulsive/addictive use of devices and the Internet (e.g., Internet addiction) and negative online experiences/risky behaviours (e.g., cyberbullying). Well-being in relation to DTNU was mainly studied in terms of psycho/social dimensions (e.g., depression), and a gap in cognitive well-being studies was identified. Study designs were largely quantitative, and, in most studies, well-being was considered as a predictor of DTNU. Also, research with children under 12 years was lacking. Future research on DTNU should look at: how dimensions of addiction and negative online experiences relate; provide more evidence on cognitive well-being; explore the interplay of well-being multiple components relying on integrative conceptual frameworks. The recent notion of digital well-being should also be explored considering the results of this review.

Concerns about parenting adolescents are not new, but the rapid diffusion of digital technologies has heightened anxieties over digital parenting. Findings are decidedly mixed regarding the impact of digital technologies on adolescent well-being, and parents are left to navigate their concerns without an empirically based road map. A missing link for understanding the state of the science is a clear characterization of how digital parenting is measured, including an evaluation of which areas demand an outsized share of scientific attention and which have been overlooked. To address this gap, we undertook two interdisciplinary systematic reviews of the digital-parenting literature and characterized measurement across (a) quantitative surveys (n = 145 studies) and (b) qualitative focus groups, interviews, codesign studies, and user studies (n = 49). We describe previously popular areas of survey measurement that are of decreasing relevance to parenting of digital spaces (e.g., co-use, hovering). We likewise highlight areas that have been overlooked, including consideration of positive uses of digital technologies, acknowledgment of bidirectional influence, and attention to heterogeneity among families and to extraparental social ecologies of support and monitoring. We provide recommendations for the future of digital-parenting research and propose a more comprehensive approach to measuring how modern adolescents are parented.

BACKGROUND:  The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today\'s teaching and learning and has noticeably improved higher education, including nursing education.
OBJECTIVE:  The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education.
METHODS:  A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use.
RESULTS:  Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.
CONCLUSIONS:  Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.

With increases in the use of technological devices worldwide, parental technoference is a potential threat to the quality of parent-child relationships and children\'s health and development. Parental technoference refers to disrupted interactions between a parent and child due to a parent\'s use of a technological device. The aims of this scoping review are to map, describe, and summarize the existing evidence from published research studies on the impacts of parental technoference on parent-child relationships and children\'s health and development and to identify the limitations in the studies and gaps in the literature.
This scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology. A search for relevant research studies will be undertaken in APA PsycInfo, MEDLINE, Central, Cochrane Database for Systematic Reviews, JBI EBP, and Embase (OVID). CINAHL (Ebsco) and Scopus will also be searched. Grey and popular literature will be excluded. This review will include primary research studies and review papers published in English with no time limit that identify the impacts of technoference on parent-child relationships and child health and developmental outcomes. Parent participants include primary caregivers, either biological, adopted, or foster parents, of children under the age of 18 who engage in technoference. Two reviewers will independently screen the titles, abstracts, and full texts of studies according to the inclusion and exclusion criteria. Disagreements will be resolved through discussion with a third researcher. Data will be extracted into a data charting table including author(s), year of publication, country, research aim, methodology/design, population and sample size, variables/concepts, and corresponding measures and main results. Data will be presented in tables and figures accompanied by a narrative summary.
The goal of this scoping review is to present an overview of the evidence on the impacts of parental technoference on parent-child relationships and child and health developmental outcomes, highlighting the current risk of children of today. It will identify gaps in the literature, inform future research, advise recommendations for parents on technological device use, and possibly guide the development of interventions aimed at addressing parental technoference.
Open Science Framework https://doi.org/10.17605/OSF.IO/QNTS5.