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Meta-analyses of the effects of dance on depressive symptoms in older adults have shown contradictory results, but few primary studies were included (5 and 8 studies). We aimed to examine the effects of dance on depressive symptoms in older adults aged 60 years and older and to examine the moderator effects of the source, participants, methods, and intervention characteristics. We included 23 primary studies that compared depressive symptoms across dance and comparison/control groups of older adults (72 ± 6.7 years old) and were written in English ( N = 1,398) participants. Dance groups showed significantly less depressive symptoms post-intervention than comparison groups (ES = 0.66, 95% CI [0.42, 0.91], p < .001, I 2 = 76.80%). South America and Australia showed the greatest effects. Using quasi-experimental designs showed significant effect sizes compared to using randomized designs. Only one quality indicator, intention-to-treat, influenced effect size. Dance might be used as an alternative treatment to improve depression.

Background Dance interventions have been shown to improve cognition in older adults. However, no meta-analysis evaluates that effect. Objective: We examined the effects of dance on cognition in older adults and examined the moderating effects of participant, methods, and intervention characteristics. Methods We searched 14 databases using the search terms: dance AND cognition AND older adults. Researchers of primary studies compared dance with control groups of adults≥60 years old, measured cognition, and wrote in English. Two researchers independently coded studies and discussed to achieve consensus. Using the random-effects model, we computed effect sizes (ES) using Hedges’ g with 95%CIs along with heterogeneity statistics and conducted moderator analyses. Results Twenty-five studies included 1,908 participants (70.9±5.2years old). Dance had a strong, positive effect on both global cognition (ES=0.52, 95%CI [0.25, 0.78], p=.000) and memory (ES=0.56, 95%CI [0.08, 1.04], p=.022) and a moderate effect on executive function (ES=0.35, 95%CI [0.06, 0.65], p=.019) and attention (ES=0.21, 95%CI [0.06, 0.36], p=.005). Several variables moderated the relationship including the country, dancing in pairs or not, or with partners vs. non-partners. Methodological quality indicators that moderated the relationship was computing a priori power and comparing participant characteristics at baseline. Weeks of dancing and minutes/session also moderated the relationship. Conclusion Dance can significantly improve cognition in older adults. Healthcare providers might use dance interventions as an alternative treatment to improve cognition in older adults. Future researchers should explore the effects of type of dances on cognition and measure outcome changes over time.

Background: The American Association of Colleges of Nursing has called on nurse educators to increase mental health support for nursing students. Animal visit programs reduce stress, anxiety, and negative mental health feelings; however, most are intermittent and occasional. This pilot study explored the feasibility, acceptability, and outcomes of integrating a therapy dog into the classroom. Method: This pretest-posttest, two-group design study included 67 baccalaureate nursing students. Two sections of a course were taught: one section included a therapy dog and one section did not. Results: At the end of the course, participants in the intervention group showed improvement in stress, anxiety, and happiness, whereas participants in the control group did not demonstrate any improvement. Students reported positive feelings and benefits from the presence of the therapy dog. Conclusion: Integrating a trained therapy dog into the classroom is both feasible and acceptable, with students identifying positively with the experience. [ J Nurs Educ . 2023;62(6):355–358.]