Background. Evidence-based practice (EBP) competencies remain limited in many low-income countries, where access to research training is often constrained by limited educational resources and humanitarian crises. This study evaluated the feasibility and preliminary effectiveness of a CREATE-based teaching strategy to improve EBP competencies among nurses and nursing students in Sudan. Methods. A single-arm pre–post pilot study was conducted among 29 participants (17 registered nurses and 12 nursing students) at Comboni College, Port Sudan. The intervention consisted of a 40-hour synchronous online educational program based on the CREATE framework, integrating interactive lectures, practical group exercises, teach-back activities, and the collaborative development of an evidence-based Kangaroo Mother Care protocol. EBP competencies were assessed before and after the intervention using the EBP-COQ and EBP-COQ Prof© questionnaires. Paired-sample t-tests were used to compare pre- and post-intervention scores. Results. Nursing students demonstrated significant improvements in knowledge (p = 0.009), attitudes (p = 0.015), and overall EBP competency (p = 0.006), whereas changes in self-reported skills were not significant. Registered nurses showed significant improvements in knowledge (p < 0.001), skills (p < 0.001), and overall EBP competency (p < 0.001), while changes in attitudes and EBP utilization were not statistically significant. Conclusions. This pilot study suggests that a CREATE-based teaching strategy delivered through synchronous distance learning is feasible and may improve EBP competencies among nurses and nursing students in Sudan, despite the challenges of a resource-constrained and conflict-affected setting. Larger controlled studies are needed to confirm these findings and evaluate long-term educational and clinical outcomes.

BACKGROUND:Chronic heart disease is highly prevalent among adults over 65; however, the adoption and sustained use of mobile health applications to support self-management is limited. Understanding the multilevel determinants of adoption is essential to informing nursing practice and implementation strategies. OBJECTIVE:A scoping review was conducted using a diffusion of innovations framework to guide the analysis, to identify and synthesize the principal barriers and facilitators affecting the adoption and use of mobile health applications among adults aged 65 and over with chronic heart disease. METHODS:A scoping review was conducted in accordance with the Joanna Briggs Institute methodology, with reporting following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. A 3-stage search of the databases MEDLINE (PubMed), Cumulative Index for Nursing and Allied Health Literature, Scopus, PsycINFO, and the Cochrane Library was conducted to identify studies published between 2015 and 2025. Eligible studies included adults aged 65 years and over who used mHealth applications in a home, community, or outpatient setting and that reported on related barriers, facilitators, or outcomes. Two reviewers independently screened the records and extracted the data. The findings were analyzed thematically and mapped to the 6 domains of Greenhalgh's framework. The Mixed Methods Appraisal Tool was used to assess risk of bias and standardize interpretation. RESULTS:Twelve studies were included. The apps primarily addressed telemonitoring, telerehabilitation, medication adherence, and education. Barriers included low usability, technological anxiety, cognitive and sensory limitations, social isolation, fragmented organizational support, limited infrastructure, and unclear funding or regulatory frameworks. Facilitators included simple, customizable interfaces; clear, perceived benefits; caregiver and peer support; clinical endorsement; structured training; and institutional integration. The evidence was methodologically heterogeneous, and several nonrandomized studies were more susceptible to bias. CONCLUSIONS:App adoption depends on alignment among design features, older adults' capabilities, social networks, and organizational and policy contexts. Fragmented implementation, heterogeneous outcomes, and short-term projects undermine sustainability and equity. Co-designed, theory-informed interventions, hybrid effectiveness-implementation studies, and policies enhancing accessibility, digital literacy, and integration into geriatric cardiology pathways are warranted. RELEVANCE TO CLINICAL PRACTICE:Nurses play a pivotal role in assessing digital readiness, providing training support, engaging caregivers, and integrating apps into routine cardiovascular care pathways.

BACKGROUND:Remote education is increasingly used to support patient education, but little is known about how patients with a stoma and stomatherapists experience these pathways. This study explored the lived experiences and perceived effectiveness of remote educational interventions in ostomy care. METHODS:We conducted a descriptive phenomenological qualitative study following the COREQ checklist. Purposive sampling included ten adults with a new stoma who completed a remote educational pathway and eight stomatherapists from six Italian hospitals. Audio-recordings of interviews and focus groups were transcribed verbatim. Analysis followed Moustakas' adaptation of the van Kaam method. NVivo supported data management. The study was part of the broader SELF-STOMA project, which investigated whether remote patient education was non-inferior to traditional in-person education. The study was approved by the Roma Tor Vergata Ethics Committee (119/22). RESULTS:Five themes emerged: 1) the multifaceted nature of shame and embarrassment such as webcam exposure, body image, fear of leakage and odors; 2) barriers spanning technical instability, limited digital literacy, loss of physical examination, and privacy concerns; 3) facilitators, including restored autonomy, feeling heard and supported, and logistical advantages such as reduced travel and waiting times; 4) shared perceptions of effectiveness, after initial skepticism, both groups judged remote education practical and useful; and 5) prerequisites for quality and professional training, prior therapeutic relationships, adequate devices. CONCLUSIONS:Remote education is an acceptable, effective complement to in-person ostomy care. To optimize outcomes, programs should address shame, reduce digital barriers, protect privacy, and strengthen staff training and infrastructure. Combining patient and clinician views can guide hybrid models that improve access, continuity, and autonomy.

Background. Virtual reality (VR) is emerging as a non-pharmacological tool to support rehabilitation and self-management. Evidence of its effectiveness, however, remains fragmented. This umbrella review synthesized systematic reviews and meta-analyses on VR interventions in chronic conditions. Methods. Following the Joanna Briggs Institute Manual for Evidence Synthesis, comprehensive searches were conducted in MEDLINE, CINAHL, Cochrane Database, Web of Science, and Scopus. Eligible studies were systematic reviews and meta-analyses assessing VR interventions. Two reviewers independently performed screening, quality appraisal, and data extraction. Results. Seventeen reviews, including 229 primary studies, were analyzed. Stroke and chronic obstructive pulmonary disease were most frequently investigated. VR tools ranged from web- and smartphone-based systems to wearable devices and interactive games. Significant improvements were reported in respiratory outcomes, functional mobility, balance, and psychological symptoms. Cognitive effects were mixed. Reported adverse events, mainly cybersickness and dizziness, were mild. Conclusions. VR may improve physical, respiratory, psychological, and selected cognitive outcomes in chronic conditions. Despite study heterogeneity, evidence supports its integration into chronic care. Future work should standardize protocols, assess long-term effects, broaden target populations, and address equity and ethical issues to fully realize VR’s potential as a person-centered tool.

Background: Teach-Back is a structured communication strategy increasingly used in patient education to enhance understanding and self-management, particularly among people with complex chronic conditions such as cardiovascular disease. Aim: To explore and map how Teach-Back has been applied in adults with cardiovascular disease and to describe outcomes assessed in the literature. Methods: A scoping review was conducted following the JBI Manual for Evidence Synthesis and the PRISMA-ScR checklist. MEDLINE/PubMed, CINAHL, Embase, and Scopus databases were searched up to January 2026. Studies involving adult patients with cardiovascular disease receiving Teach-Back-based interventions were included. Data were charted and synthesized descriptively, focusing on intervention characteristics, delivery contexts, and reported outcomes. Results: Eighteen studies were included, with heart failure being the most frequently investigated condition. Teach-Back was delivered across hospital, outpatient, and home-care settings, often as part of multicomponent educational or transitional-care interventions. Outcomes were grouped into five domains: knowledge and understanding, self-care and adherence, clinical outcomes, healthcare utilization, and patient-reported outcomes. Improvements were most consistently reported for knowledge, understanding, self-care, and adherence, whereas findings on readmissions and other clinical outcomes were less homogenous. Conclusions: Teach-Back appears particularly relevant for cardiovascular nursing practice at points of high-risk communication, including discharge, early post-discharge follow-up, and self-management reinforcement. As a low-resource strategy, it may support nurses in verifying patient understanding and reducing misinterpretation during care transitions. Future studies should standardize delivery, training, fidelity monitoring, documentation, and outcome measurement.

Background Specific Learning Disorders (SLDs) are neurodevelopmental conditions characterized by persistent difficulties in reading, writing, and mathematics despite adequate intellectual abilities. Understanding the lived experiences of nursing student with SLDs is essential to developing inclusive educational strategies that promote both academic success and patient safety. Aim This qualitative meta-synthesis explored and interpreted the lived experiences of undergraduate nursing students with SLDs throughout their academic pathways. Methods Following the Joanna Briggs Institute methodology for qualitative evidence synthesis and reported in accordance with the ENTREQ guidelines, a comprehensive literature search was conducted across PubMed, CINAHL, PsycINFO, EMBASE, and ERIC. Methodological quality of the included studies was appraised using the CASP checklist, while data analysis and thematic synthesis were conducted following the framework proposed by Sandelowski and Barroso. Results Twelve qualitative studies published between 2003 and 2021 met the inclusion criteria. Eight core themes emerged: (1) the impact of SLD on learning; (2) compensatory strategies; (3) disclosure experiences; (4) types of support received; (5) metacognitive awareness; (6) acceptance of one's condition; (7) theoretical learning; and (8) expectations regarding the work environment. SLDs influenced nursing students' learning by affecting clinical performance, emotional stability, and self-confidence. To manage these challenges, students adopted compensatory strategies such as taking extra time, using organizational tools, and relying on digital supports. Disclosure experiences were shaped by stigma, patient-safety concerns, and tutors'attitudes. Support from tutors, peers, services, and families proved essential, while metacognitive awareness helped students recognize their strengths and regulate their learning. Theoretical difficulties were generally manageable, and students tended to prefer predictable, slower-paced work environments, perceiving high-intensity settings as less compatible with their needs. Conclusion Findings highlight the need for Universities to implement inclusive policies in both classroom and clinical settings. Further research is needed to evaluate interventions that strengthen students'self-awareness, metacognitive skills, and learning regulation. Longitudinal and mixed-method studies are also required to understand how students' experiences and coping strategies evolve throughout their academic trajectory and during the transition to professional practice. Additionally, evaluating training programmes for tutors and educators could provide valuable evidence on how inclusive teaching and mentorship practices influence academic success and professional development in students with SLDs.

Urinary incontinence (UI) is a prevalent health issue that shapes emotional and social experiences, influencing women's everyday lives in subtle and pervasive ways. This study aims to explore how women living with UI make sense of their embodied experience, emotions, and daily ways of coping and engaging with care. This qualitative research, conducted as a phenomenological case study using Interpretative Phenomenological Analysis (IPA), involved 15 purposively sampled women (mean age 56) attending an outpatient pelvic floor rehabilitation clinic in Northern Italy. Data were collected through face-to-face semi-structured interviews and the International Consultation on Incontinence Questionnaire-Urinary Incontinence Short Form (ICIQ-UI SF). The analysis revealed five core themes: 'A changed body, a changed woman', 'Existence within boundaries', 'Face to face with the problem', 'Knocking at services' doors' and 'Inside the emotional landscape'. Factors identified as significant to the UI experience include childbirth, aging, and body image. While women often initially normalised the condition as an inevitable consequence of motherhood or aging, the study highlights a profound emotional burden characterised by shame, anxiety, and a sense of 'symbolic mutilation'. The findings distinguish between passive resignation and active normalisation, where recognising UI as a shared difficulty becomes a lever for seeking care. Ultimately, women's experiences revealed a complex condition deeply connected to identity, requiring empathetic, individualised, and multidisciplinary care pathways to break the silence and improve quality of life.Trial Registration: Clinicaltrials.gov identifier: NCT06421428

INTRODUCTION:Effective cardiovascular (CV) prevention requires accurate risk estimation and patient engagement, which depends on perceived risk. The Perception of Risk of Heart Disease Scale (PRHDS) is a validated tool, yet clinical thresholds for its brief Italian version are lacking. AIM:To provide further validation of the Brief Italian version of the PRHDS (PRHDS-BI) in a new cohort, examining convergent and divergent validity, and to establish clinical thresholds and a discrepancy index comparing perceived risk with objective estimates. METHODS:285 adults (40-69 years) were involved in this multicentre cross-sectional study (NCT06190743). Participants were without a history of CV disease and completed the PRHDS-BI and the Patient Health Questionnaire-4 (PHQ-4). CV real risk was estimated using the Systematic Coronary Risk Evaluation 2 (SCORE2). Confirmatory Factor Analysis (CFA), correlation analyses, and cut-off definitions were used to validate the scale and analyze risk discrepancies. RESULTS:The PRHDS-BI showed good internal consistency and strong convergent validity. Clinical thresholds were defined by percentiles: scores 6-12 (low/moderate), 13-17 (high), and 18-24 (very high). A significant mismatch emerged: 63.5% of participants at low/moderate actual risk overestimated their risk, while 80% at very high actual risk underestimated it. This perception-reality gap was statistically confirmed. CONCLUSIONS:The PRHDS-BI is a valid tool for assessing CV risk perception. Establishing thresholds allows for tailored risk communication and patient-centered interventions, particularly by nursing professionals in primary prevention settings.

BackgroundQuality of nursing care in oncology is a complex and multidimensional concept, influenced by patient, professional, and organizational factors. Despite its relevance, the literature remains fragmented across definitions, approaches, and settings.ObjectiveTo systematically map the scientific literature on the quality of oncology nursing care, identifying definitions, themes, measurement tools, determinants, outcomes, and research gaps.MethodsA scoping review was conducted following JBI methodology and the PRISMA-ScR checklist. Four databases (MEDLINE, CINAHL, Scopus, Web of Science) were searched. Data were analyzed using an integrated approach combining lexicometric techniques, narrative synthesis, and sentiment analysis.ResultsTwenty-nine studies were included. Four main themes emerged: Caring, Patient Experience, Quality of Nursing Care, and Measurement and Evaluation. The concept evolved from a relational, humanistic perspective toward a multidimensional framework integrating patient experience and standardized measurement. Two conceptual approaches were identified: (1) quality as a relational, patient-centred construct and (2) quality as a clinical intervention model. Determinants included patient characteristics, caring practices, and organizational factors. Outcomes were multidimensional, including trust, psychological well-being, clinical recovery, and quality of life. Sentiment analysis showed a predominantly positive emotional tone, with trust emerging as the central emotional component.ConclusionsQuality of oncology nursing care is a dynamic, multidimensional construct combining relational, experiential, and measurable dimensions. Trust represents its core, linking technical competence with patient experience. Implications for Nursing Practice: integratinglexicometric and sentiment analyses can guidemore comprehensive evaluation frameworks, improve assessment tools, and inform training programs that strengthen communication and person-centered competencies in oncology nursing care.

Introduction: Urinary and fecal incontinence, as well as the presence of an ostomy, are globally prevalent conditions with substantial implications for individuals’ daily lives. Among the psychological consequences, social isolation is a frequently reported experience but remains poorly explored in the existing literature. The aim of this scoping review is to explore how social isolation has been conceptualized and operationalized in research on individuals with incontinence and to synthesize evidence on its antecedents and outcomes. Methods: This review was conducted in accordance with the Joanna Briggs Institute guidelines and reported following the PRISMA-ScR checklist. Data were thematically synthesized and interpreted according to the Middle Range Theory of Social Isolation in Chronic Illness. Results: Twenty-three studies met the inclusion criteria. Findings indicate that social isolation among individuals with incontinence is a complex, multifactorial phenomenon. Predisposing factors included individual needs for social interaction and desire for approval, psychological resilience, toilet accessibility, education, income, gender, and age. Precipitating factors were related to illness trajectory and adaptation processes, including ostomy acceptance, time since ostomy creation or oncological treatment, sense of belonging, perceived social support, stigma, self-esteem, clinical severity, illness-related conditions, and loss of autonomy. Reported outcomes were consistently adverse, encompassing depression, anxiety, and reduced quality of life. Conclusions: Social isolation represents a core dimension of the lived experience of incontinence and should be recognized as a key clinical outcome. Systematic screening and targeted interventions should be integrated into continence care pathways. Future research should adopt longitudinal and interventional designs to clarify causal mechanisms and evaluate strategies to prevent and mitigate isolation.

Introduction: Shame is defined as a negative emotion associated with intense distress and self-blame. It strongly manifests in conditions such as urinary or fecal incontinence. This study aimed to explore the feeling of shame experienced by individuals with incontinence when discussing their condition with others. Additionally, the study sought to identify factors associated with this emotion. Methods: A prospective observational study was conducted with 220 patients with incontinence who filled in a 17-item online survey. Multivariate linear regression analysis was used to identify factors related to shame. Results: A significant sense of shame was reported by 39.1% of participants when discussing their incontinence. The highest levels of shame were observed among women with poorer health status who initially sought advice from general practitioners, had limited knowledge of incontinence, and relied primarily on the internet for information. Conclusion: This study highlights the importance of adopting a comprehensive approach that includes incontinence's emotional and psychological aspects. Educational and awareness interventions are crucial to enhance understanding, provide reliable information, and reduce social stigma. Creating a trusting environment is essential to enable individuals with incontinence to feel comfortable discussing their condition with healthcare professionals, promoting open and supportive communication.

Strong social support plays a crucial role in shaping the overall quality of life for ostomy patients. However, no comprehensive review has yet explored the role of social support for both ostomy patients and their informal caregivers. This study aims to map the existing literature on social support for ostomy patients and their caregivers. We conducted a scoping review following the guidelines provided in the Joanna Briggs Institute Manual for Evidence Synthesis. A three-step search strategy was implemented across several databases, including MEDLINE via PubMed, CINAHL and Scopus. The review included 23 articles. However, none of the included studies specifically addressed the role of social support for informal caregivers. The social networks of ostomy patients typically include family members, friends, support groups and other significant individuals. There is still little literature examining the effect of social support in adolescents with ostomies. Our findings revealed considerable heterogeneity in the tools used to measure social support. Most of the research focussed on the relationship between social support and quality of life, with few studies investigating its impact on patients' self-care, mental health or clinical outcomes. This review serves as a foundation for future studies on the subject. Further research is needed to explore social support from the perspectives of both ostomy patients and their informal caregivers.

The teach-back method is an effective strategy for enhancing patient engagement in chronic disease management. However, no studies have explored the impact of combining this educational approach with wearable devices on patient engagement in hypertension management. This study aimed to evaluate the effectiveness of a teach-back-based educational approach in promoting engagement with wearable devices among patients with hypertension. A longitudinal study was conducted. The study included 76 patients and included three phases. In the first phase (T0), patients received training about the use of two wearable technology devices through the teach-back method. Immediately afterward, participants completed the TWente Engagement with E-health Technologies Scale (TWEETS) to measure engagement at T0. Patient engagement was reassessed at 6 (T1) and 12 weeks (T2) after the educational training. A repeated-measures ANOVA was performed to compare the mean scores across the three phases. The statistical analysis revealed no significant change in the TWEETS score between T0 and T1 (p = 0.42). However, the score significantly decreased at T2 compared to the previous two time points (p < 0.002). Our results suggest that the teach-back method is effective for maintaining patient engagement in the short to medium term. However, its impact appears to decrease over time. Nurses can use the teach-back method to support education and enhance engagement with digital technology among hypertensive patients. Further research is needed to explore whether combining teach-back with additional strategies, such as gamification, telemedicine, remote monitoring, or peer support, can help sustain long-term patient engagement with digital health technologies.

Background: The Nursing Work Environment (NWE) plays a critical role in determining the quality of care, staff well-being, and organizational performance, particularly in oncology settings. Despite increasing attention, a comprehensive synthesis of organizational factors shaping oncology NWEs has been lacking. This scoping review aimed to describe the key features of oncology NWEs and to explore the outcomes associated with these characteristics. Methods: A scoping review was conducted following the Joanna Briggs Institute guidelines. Peer-reviewed studies published in English or Italian were included without time restrictions. Literature searches were performed in MEDLINE via PubMed, CINAHL, and Scopus between January and April 2025. Results: Twenty studies met the inclusion criteria. Key organizational characteristics of oncology NWEs were grouped into the following four domains: leadership and organizational support; workload and resource availability; ethical climate and collegial relationships; and physical and structural conditions of care settings. Across the studies, a positive NWE was frequently reported to be associated with improved nurse-related outcomes and, to a lesser extent, with patient-related outcomes. However, these associations should be interpreted with caution due to the heterogeneity of contexts and the predominance of cross-sectional designs. Conclusions: The NWE is a strategic element in delivering effective, safe, and sustainable oncology care. Practical actions for nurse managers and healthcare leaders include implementing leadership training programs, ensuring adequate staffing and resource allocation, fostering open communication, and promoting interdisciplinary collaboration. These measures are essential to protect staff well-being and guarantee high-quality, patient-centered care.

What is the prevalence of urinary incontinence and its main subtypes among middle-aged women in Northern Italy? How do urinary incontinence severity and subtypes correlate with risk factors and healthcare costs? Urinary incontinence is a common yet underreported condition among women. Despite its impact, recent data on prevalence, severity and risk factors in Italy, particularly among middle-aged women, remain scarce. This study aims to investigate the correlation between urinary incontinence severity, subtypes and healthcare costs to inform targeted interventions. Urinary incontinence is the involuntary leakage of urine, classified into stress, urgency and mixed types. Its multifactorial aetiology includes demographic, lifestyle, comorbid and obstetric-gynaecological risk factors. Urinary incontinence negatively influences physical, psychological, social and financial well-being. A multicentre cross-sectional study was conducted in four hospitals in Northern Italy, enrolling 722 women. Participants were selected based on eligibility criteria and informed consent was obtained. Data on sociodemographic factors, lifestyle and gynaecologic history were collected. Urinary incontinence severity and subtypes were assessed using the International Consultation on Incontinence Questionnaire-Urinary Incontinence Short Form (ICIQ UI-SF). Multiple logistic regression was performed to identify predictors, while Pearson's correlation test analysed the relationship between urinary incontinence severity and healthcare costs. The prevalence of urinary incontinence was 44.8%, with stress urinary incontinence being the most common subtype (39.1%). Among participants, 19.6% experienced mild leakage, while 4.3% reported severe cases. Identified risk factors included hypertension, sleep disorders, bladder emptying difficulties, higher body mass index, multiple vaginal deliveries, depression and smoking. A significant positive correlation was found between urinary incontinence severity and healthcare costs (r = 0.480, p < 0.001). Urinary incontinence affects nearly half of middle-aged women in Northern Italy. Addressing modifiable risk factors and implementing targeted interventions based on urinary incontinence subtypes are crucial to reduce urinary incontinence prevalence, severity and improve outcomes. Further longitudinal research is essential to better understand urinary incontinence in this demographic.

Citizen science, part of participatory science, emerged in the mid-1990s and involves volunteer non-professional scientists in developing and conducting research. The direct involvement of citizens can improve research outcomes, increase trust in science, and ensure that research and innovation align with societal values, expectations, and needs. Patients' and caregivers' participation in research can significantly enhance treatment adherence, self-care skills, adaptation to new living conditions, conscious use of healthcare systems, and reduction of side effects. In this article, we explore the concept of Citizen Science as applied to the nursing field and serves as an informed guide for nurses who wish to test or adopt this new approach to research: we summarize different types of citizen science approaches, define key principles for good practice, and outline the characteristics that a Citizen Science research project should have. We also illustrate how Citizen Science approaches can be incorporated into nursing research and highlight important factors to consider to ensure the effectiveness, reliability, and inclusiveness of Citizen Science projects. The implementation of this methodology offers new perspectives to help nurses lead and contribute to initiatives that generate meaningful evidence and promote a collaborative, patient-centered approach to healthcare research. Introducing this community-driven research approach to nursing research could help create and guarantee value-based healthcare because of the intervention of patients' and caregivers' opinions and outcomes. It has the potential to make a significant contribution to the field of nursing by involving patients in research areas as co-authors and designers of research projects.

BACKGROUND:The assessment of individual risk for cardiovascular disease is recommended in primary prevention; however, people may not have a correct perception of their personal cardiovascular risk. OBJECTIVE:The aim of this study was to compare cardiovascular risk perception with cardiovascular real risk among participants in Italian population screening events. METHODS:This is a cross-sectional multicenter study. Men and women without cardiovascular events aged 40 and 69 years were included. For each participant, sociodemographic and clinical data were collected, cardiovascular risk perception was measured by one 5-point Likert question, and cardiovascular real risk was calculated using the SCORE2 algorithm. RESULTS:A total sample of 286 participants was analyzed. The mean age was 53 years, and 69% were female; the larger part of participants demonstrated a low/moderate cardiovascular real risk (67.8%) and perceived the same level of cardiovascular risk perception (91.2%) as well. Most participants with a "high" or "very high" cardiovascular real risk (32.2% of the sample) reported an incorrect cardiovascular risk perception (91% and 94%, respectively). Incorrectness in cardiovascular risk perception was significantly ( P  < .001) associated with sociodemographic characteristics (sex, age, education, employment status) and clinical features of participants (smoking habit, arterial pressure, or lipid abnormalities). CONCLUSIONS:In a sample of the Italian general population, an incorrect cardiovascular risk perception is associated with sociodemographic characteristics or clinical features that increase cardiovascular real risk. Community cardiovascular screening should comprise the evaluation of cardiovascular risk perception; future research might be directed to explore more in depth its determinants and consequences.

Introduction. Stigma affects a large proportion of people with mental health conditions and it can be a potent social stressor, presenting persistent challenges to individuals’ coping abilities. The present study aimed at mapping and exploring the direct experiences of stigma encountered by individuals with mental health conditions. Methods. A scoping review was conducted according to Joanna Briggs Institute guidelines. Searches of PubMed, PsycINFO, EmBASE, and CINAHL led to 18 eligible qualitative studies. Results. Four primary themes emerged: self-stigma, involving the internalization of societal stereotypes; descriptions of social and public stigma; lack of knowledge in mental illnesses’ course; and the consequences of stigma for individuals’ lives. Discussion. Results highlight the deeply negative and exclusionary impact of stigma surrounding mental disorders, outlining its manifestation and repercussions for social life. Future research is needed to identify a direct approach to the issue and to detect the most appropriate approaches in facing it. To help limiting the experience of stigma, healthcare providers should ensure an individualized care relationship, in a secure and empathetic environment filled with elements of understanding, consent and informativeness.

BACKGROUND:Obesity and overweight affect approximately 30% of the world's population. These conditions present a global challenge, as they lead to morbidity and the development of chronic diseases such as type 2 diabetes, cardiovascular disease, and cancer. Various strategies are available to address obesity and overweight. Nonpharmacological strategies include therapeutic patient education, which employs novel approaches to inform and engage patients, including gamification, the integration of gaming elements into nongaming contexts. PURPOSE:This scoping review aimed to explore, map, and investigate gamified tools for obesity and overweight prevention and treatment, as well as their effectiveness. METHODS:The review was conducted in accordance with the JBI guidelines for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist. Searches were conducted in MEDLINE, CINAHL, PsycInfo, Embase, Scopus, and the Cochrane Library. RESULTS:Six articles, primarily from the United States and published within the last eight years, were included in the review. Three main themes emerged: the use of gamification to reduce weight, the use of gamification to encourage physical activity, and the use of gamification to facilitate behavior change (adoption of a healthy diet). CONCLUSION:Further research should be conducted on the use of gamification to prevent and treat obesity and overweight, because it seems to be effective in certain subpopulations and for reaching specific outcomes.