Objectives: 1) To assess the methodological quality of clinical practice guidelines (CPGs) associated with cardiovascular disease (CVD) in women with premature ovarian insufficiency (POI); 2) to formulate an algorithm to foster the implementation of guidelines by clinicians.Methods: A systematic search for CPGs in English and Chinese languages published between 2015 and 2020 was conducted. Assessment was conducted by two reviewers respectively via the Appraisal of Guidelines for Research and Evaluation II instrument. The interappraisal agreement was evaluated. Recommendations pertaining to the management of CVD in women with POI were extracted from high-score CPGs and developed into an algorithm, which was refined on the basis of expert feedback.Results: A total of 14 CPGs were included. Three CPGs were evaluated as ''high quality,'' with five ''average'' and six considered ''low quality.'' The consistency of agreement between reviewers was considered as substantial agreement to almost perfect agreement (0.72-0.90). The algorithm consisted of three categories: initial evaluation, management, and subsequent monitoring of CVD in POI. Only ''management'' had recommendations from all three high-quality CPGs.Conclusions: The overall methodological quality of most CPGs regarding CVD in women with POI is moderate to poor. A management algorithm with a clear implementation strategy was developed from high-scoring CPGs. Further research is needed to provide evidence-based health care in this field.

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Aim The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education. Design This was a quasi‐experimental post‐test design. Methods The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face‐to‐face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post‐test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi‐square (χ2) test was used to evaluate categorical variables. The Mann–Whitney test was used to analyse continuous variables. Results Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self‐learning.