Individuals with intellectual disability living in the community have a high prevalence of obesity, due to unhealthy food choices and passive lifestyles (Hsieh, Rimmer, & Heller, 2014; Humphries, Traci, & Seekins, 2009). They are generally in higher risk than the general population for developing secondary conditions at younger ages, such as fatigue and chronic pain, due to biological factors, lack of access to adequate health care and lifestyle and environmental issues (Heller, McCubbin, Drum & Peterson, 2011; Rimmer, Chen, & Hsieh, 2011). 15% of men and 25% of women with mild intellectual disability in Norway were obese in 2004, where compared to the general population obesity was respectively 6% and 7% (Hove, 2004). No newer research is reported domestically, however, international research shows this trend continuing (Ranjan, Nasser, & Fisher, 2018). A radical reorganization of care was implemented in Norway for individuals with intellectual disability in the early 1990s, from institutionalizing to ensuring adults with intellectual disability the right to community services. Individuals with intellectual disability over the age of 18 moving from their family home are usually accommodated in supervised, independent residences. Most

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Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725

PurposeThis feasibility study explored older adults’ use of a nutrition app called Appetitus (https://apps.apple.com/us/app/appetitt/id1001936854?ign‐mpt=uo%3D2; https://play.google.com/store/apps/details?id=no.nr.appetitt&hl=e) and addressed their engagement in technology‐mediated self‐monitoring of diet. Undernutrition is a significant challenge among older adults and is associated with poorer health experiences. Digital health for self‐monitoring of diet has the potential to increase awareness of personal nutrition, and the scarcity of research reporting older adults’ ability and willingness to engage in technology‐mediated dietary self‐monitoring warranted this study.Design and MethodsAn explorative mixed‐methods design combining descriptive analysis of log data with qualitative analysis of interviews with Appetitus users was implemented.FindingsTwenty‐five older adults self‐monitored their diet using Appetitus over an 8‐week trial period. Eighty percent of the participants used the app regularly in the trial period. The most engaged users recorded their food consumption daily for 8 weeks. Personal interest in nutrition and commitment to the project facilitated regular use of Appetitus. Poor health and the perception that using a nutrition app lacked personal relevance contributed to irregular self‐monitoring. For inexperienced technology users, participation in this project became a springboard to using tablet technology and the Internet beyond the Appetitus app.ConclusionsThe majority of the participants regularly used Appetitus for self‐monitoring of diet; they found the tablet technology and Appetitus app easy to use.Clinical RelevanceOlder adults are able and willing to use self‐monitoring tools. Nutrition apps can empower older adults to make better informed decisions about their diet. Patients’ self‐monitoring can provide valuable and detailed health‐related information to healthcare professionals and mediate patient‐centered care practices.

BACKGROUND Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance the critical thinking skills of nursing students. OBJECTIVE The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. METHODS The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA extension for scoping reviews. A systematic, comprehensive literature search was performed in the databases LILACS, ERIC, CINAHL, MEDLINE, EMBASE, PsycINFO and Web of Science, and pairs of authors independently selected the articles by screening titles, abstracts, full-text papers and extract data. The data will be analysed and thematically categorised. To validate the findings and inform further research, we will conduct a consultation exercise. RESULTS The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. The data are being charted as of January 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023 CONCLUSIONS The results of this proposed scoping review may identify gaps in the literature and will provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ first-hand experiences and the further development of successful teaching strategies in nursing education.