SYSTEMATIC REVIEW REGISTER
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Registration of Systematic Review Titles
Please note: this register is for the use of JBI affiliated entities ONLY. Registration of a systematic review title on the JBI website is to promote collaboration between affiliated entities via highlighting current work to other JBI review authors and to recognise that the registered topic is currently in development to avoid any unintended and/or unnecessary duplication of research effort.
Registered systematic reviews that are currently underway are listed below. Protocols for these reviews may already be published or in preparation for publication within six months of initial registration. To avoid duplication, titles in this list should not be replicated by other review authors. Please contact the listed Primary Reviewer or the JBI Synthesis Science Unit if you would like further information about any of these registered reviews.
Registration of titles on this web page does not in any way constitute acceptance of the topic by JBI Evidence Synthesis.
|Title||Certified authors||Collaborating Entity or Institution||Date registered||Custom text|
|Effectiveness of non-invasive positive pressure ventilation in acute respiratory failure from different causes including COVID-19: a systematic review & meta-analysis protocol||Dr. Kavita Kachroo||Kalam Institute of Health Technology: A JBI Affiliated Group||2020-05-28||
Effectiveness of non-invasive positive pressure ventilation in acute respiratory failure from different causes including COVID-19: a systematic review & meta-analysis protocol
Kalam Institute of Health Technology: A JBI Affiliated Group
Dr. Kavita Kachroo
Inclusion criteria - this review will consider studies that include participants who are suffering from acute respiratory failure from different causes including COVID-19.
Non-invasive positive pressure ventilation (NIPPV) - ventilation is a paradigm shift from the physiology of breathing spontaneously. Non-invasive positive pressure ventilation is a type of mechanical ventilation. It consists of a positive-pressure ventilator connected by tubing to a mask that applies positive air pressure to the nose, mouth, or both. It assists ventilation by delivering pressurized gas to the airways, increasing transpulmonary pressure, and inflating the lungs. Exhalation then occurs by means of elastic recoil of the lungs and any active force exerted by the expiratory muscles. The major difference between invasive and non-invasive ventilation is that with the, gas is delivered to the airway via a mask and not via invasive system.
|Mental health in young adult emergency services personnel: a rapid evidence review||Dr Amanda Taylor||JBI – The University of Adelaide||2020-05-26||
JBI – The University of Adelaide
Dr Amanda Taylor
Young adults aged 16-25 engaged in volunteer or salaried roles within the emergency services (e.g., firefighters, police, ambulance)
Inclusion criteria: Young adults aged 16-25 years who are actively or have engaged in an emergency services role, in either a volunteer or salaried capacity.
Exclusion criteria: Children aged under 16, adults over the age of 25. Sample does not include those engaged in an emergency services role in a volunteer or salaried capacity.
Active engagement in an emergency services role, which may include exposure to potentially traumatising events.
|The experiences of parents of children with special needs educated in an inclusive environment: a qualitative systematic review||Jiří Kantor||Palacky University Evidence-Based Education: Mentee Centre||2020-05-25||
The experiences of parents of children with special needs educated in an inclusive environment: a qualitative systematic review
Palacky University Evidence-Based Education: Mentee Centre
Any parents of children with special needs. We will consider studies with parents of any age from high/middle income countries with child/children with special needs who have experienced inclusive education. The concept of special needs is understood in a very broad sense based on legislative systems of particular countries and includes various special educational conditions caused by disability, health problems, disorders, sociocultural factors, etc.
We will explore school-related lived experiences of parents that have children with special needs educated in inclusive environment. We are interested in their own perspective rooted in their lived experiences, not a perspective of other participants of inclusive education, eg. schoolmates and their parents, or teachers. By inclusive education is meant both full and partial inclusion. We won´t consider studies on parents with their children educated only in special schools or self-contained classrooms in mainstream schools.
|Hopeful experiences and expectations of parents of children with congenital heart disease: a qualitative systematic review protocol||Matilde Silva Carvalho||Portugal Centre for Evidence Based Practice: A JBI Centre of Excellence||2020-05-21||
Hopeful experiences and expectations of parents of children with congenital heart disease: a qualitative systematic review protocol
Portugal Centre for Evidence Based Practice: A JBI Centre of Excellence
Matilde Silva Carvalho
This review will consider studies where the participants are parents of children and young people up to the age of 18, with a diagnosis of a congenital heart disease. It is understood as a congenital heart disease the result of an abnormal development of the heart, or blood vessels near the heart, during pregnancy, which include, but are not limited to, conditions as common arterial truncus, ventricular septal defect, atrial septal defect, atrioventricular septal defect, aortic atresia/interrupted aortic arch, coarctation of aorta, double outlet right ventricle, transposition of great vessels, tetralogy of fallot, ebstein's anomaly, valvular stenosis or atresia, hypoplastic left heart and hypoplastic right heart. It is understood as parents the set of individuals who have the responsibility to provide primary care to the child/ young person.
This review will include studies that explore parents’ hopeful experiences and expectations when caring for children with a congenital heart disease. Hope is a highly personalized, central to life, dynamic and multidimensional experience. Hope is characterized by a confident yet uncertain expectation of achieving (expectations) a something good in the future which, to the hoping person, is realistically possible and personally significant. Hope is also a forward-looking concept, which confers empowerment, is related to external help, to care and to the concept of faith.
|Predominant psychological reactions among healthcare workers and other vulnerable populations during COVID-19 pandemic phase: a systematic review and meta-analysis||Dr Mona Pathak||Kalinga Institute of Medical Sciences, Bhubaneswar||2020-05-19||
Predominant psychological reactions among healthcare workers and other vulnerable populations during COVID-19 pandemic phase: a systematic review and meta-analysis
Kalinga Institute of Medical Sciences, Bhubaneswar
Dr Mona Pathak
All the studies reporting mental health problems among front line healthcare workers (health workers involved in fever clinics, COVID-19 wards, treating or managing COVID-19 patients or their samples), non-frontline healthcare workers and other vulnerable populations who are not healthcare workers during COVID-19 epidemic phase will be eligible.
No Intervention involved.
|Bar fracture of implant-retained overdenture: a systematic review||Abanoub RIAD||The Czech Republic (Middle European) Centre for Evidence-Based Healthcare: A JBI Centre of Excellence||2020-05-18||
The Czech Republic (Middle European) Centre for Evidence-Based Healthcare: A JBI Centre of Excellence
The studies of adult patients who lost all of their teeth (complete edentulism) in one or both jaws due to a periodontal disease, a traumatic injury, or destruction of dentition by dental caries will be included in this review. Children with congenital anomalies (below 18), partially edentulous patients, and oncologic patients receiving reconstructive surgery prior to implant treatment will be excluded.
The intervention of interest is implant-retained overdenture attached with bar-clip system. The studies with a post-treatment follow-up period of at least 6 months, with all follow-up intervals, and with regular or emergency follow-up visits will be included in this review.
|Mapping the available evidence on the nature, extent, and range of diabetes self-management education programs for older adults: a scoping review protocol||Pilar Camargo-Plazas||Queen's Collaboration for Health Care Quality: A JBI Centre of Excellence||2020-05-18||
Mapping the available evidence on the nature, extent, and range of diabetes self-management education programs for older adults: a scoping review protocol
Queen's Collaboration for Health Care Quality: A JBI Centre of Excellence
The review will consider studies that involve older adults with type 1 and 2 diabetes. For this review, older adults are defined as those 65 years of age and over. This review is not specific to gender, sex, ethnicity, frailty, or another demographic variable. Studies that include the healthcare provider’s perception of issues related to diabetes self-management education approaches for older adults with types 1 and 2 diabetes will also be considered.
The concept of interest in this scoping review is diabetes self-management education. The scoping review will consider studies that provide information about diabetes self-management education programs for older adults. Therefore, all studies with a focus on approaches and strategies to diabetes self-care and self-management from the perspective of older adults with diabetes and the healthcare provider will be considered.
|Supportive measures for the adaptation of university students with Autism Spectrum Disorder: a scoping review protocol||Monika Smolíková||Palacky University||2020-05-15||
Supportive measures for the adaptation of university students with Autism Spectrum Disorder: a scoping review protocol
Students or groups of students with ASD will be considered. ASD will comprise of the following diagnoses: child autism, Asperger syndrome, Atypical autism and the equivalents in DSM-4 and DSM-5 classification systems. Students with a psychiatric comorbidity will also be included due to their high prevalence in this group of people. Specifically diagnoses Major depressive disorder, single episode (F32), Major depressive disorder, recurrent (F33), Bipolar disorder (F31) combined with a deppressive phase or Phobic anxiety disorders (F40), Other anxiety disorders (F41) and their equivalents in the current DSM. These comorbidities only influence the level of support and do not affect greatly the type of support administered by the university. Excluded will be students with ASD combined with other psychiatric comorbidities not mentioned above.
|Behavior changes of learners with attention deficit hyperactivity disorder and related disorders addressed by application of positive behavior support in schools||Jiří Kameník||Palacky University||2020-05-14||
Behavior changes of learners with attention deficit hyperactivity disorder and related disorders addressed by application of positive behavior support in schools
Learners who are diagnosed with ADHD and related disorders with behavior modified by the PBS approach. Excluded will be studies with hyperkinetic conduct disorder and studies with a parallel application of other intervention strategies.
|Effectiveness of positive behavior support of learners with attention deficit hyperactivity disorder and related disorders in schools||Jiří Kameník||Palacky University||2020-05-14||
Effectiveness of positive behavior support of learners with attention deficit hyperactivity disorder and related disorders in schools
Learners who are diagnosed with ADHD and related disorders with behavior modified by the PBS approach. Excluded will be studies with hyperkinetic conduct disorder and studies with a parallel application of other intervention strategies in schools.
Positive behavior support (PBS) is a broad, generic term that describes a set of strategies or procedures designed to improve behavioral success by employing non-punitive, proactive, systematic techniques based on the principles of applied behavioral analysis (ABA). It is a broad approach to organising the support needed to achieve basic lifestyle goals while reducing problem behavior that is an obstacle to achieving these goals. The term behavior is in the PBS support defined very broadly and may include different kinds of problem behavior, adaptive behavior, skills, etc.