Gabrielle Brand

Research-based theatre (RbT) integrates research findings with performing arts to deliver a performance that informs, translates, and engages learners or audiences. Although not a new concept, RbT is growing in popularity within health professions education (HPE). A scoping review was conducted to map available literature regarding the methods used to inform RbT in HPE activities, as well as how they are used within education, training or curricula. The review followed Arksey and O’Malley’s six-stage framework and the Joanna Briggs Institute methodology. Studies that report on the use of RbT (concept) as an educational intervention (context) among health professionals or students (participants) were included. Multiple databases were searched (CINAHL, MeDLINE, PsycINFO, AMED, ERIC, Scopus, EMBASE, International bibliography of theatre and dance, and Web of Science). A total of 286 studies were retrieved. Following title and abstract screening, 71 studies were retrieved for full text review and 31 were included in the final review. Results were analysed and synthesised narratively. Most RbT interventions were aimed at qualified health professionals (HP) across 13 different professions. Performances were delivered to diverse audiences, including HP students, the public, and were often accompanied by post-performance discussion. Educational impact was widely reported, including increased awareness, empathy, and critical reflection, though learning measurement approaches varied. Research-based theatre has significant potential as an innovative tool for HPE, translating research findings into accessible, engaging educational formats. However, implementation is often obstructed by ambiguous terminology and a lack of transparent methodology available to HP researchers. Addressing these challenges by highlighting sustainable strategies, such as consistent terminology, opportunities for digital dissemination and collaborative design, is vital to maximizing reach and educational impact.

Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) states that children and young people have the right to express views freely and to have those views given due weight in all matters affecting them. The Lundy Model of Participation is a widely adopted framework for conceptualising Article 12, proposing four interrelated elements, space , voice , audience and influence are required for meaningful participation. As a participatory research method, photovoice is well-suited to support youth participation. Furthermore, it has been suggested that it can be used to operationalise the Lundy model, thus, establishing photovoice as a research method for promoting youth participation. This review, therefore examined how the participatory methodological processes described in youth health research using photovoice align with the four elements of the Lundy model. Fifty-two papers published since 1997 were identified. Findings suggest that photovoice offers great potential to support the enactment of article 12 of the UNCRC. Researchers commonly described strategies to create safe and inclusive spaces and to facilitate youth voice. However, considerably less attention was given to reporting processes related to audience and influence. This lack of attention risks positioning youth participation in photovoice research as tokenistic rather than genuinely participatory.

Background: Health professionals have a responsibility to address planetary health. Consensus exists on the knowledge, skills and values required for planetary health education, yet optimal educational approaches for teaching how to include planetary health effectively in curricula are unclear. We aim to describe how we used design thinking to co‐design planetary health curricula. Approach: Faculty ( n = 8), health professionals ( n = 8) and health professional students ( n = 14) representing medicine, nursing, psychology, biomedicine, pharmacy and nutrition and dietetics participated in four, 90‐min design thinking workshops over 2 months. Each workshop was followed by a 60‐min reflection with eight academic staff. Audio recordings from both the workshops and faculty reflections were analysed using qualitative content analysis. Evaluation: Design thinking was valuable due to the multiple, diverse and rapid workable curriculum ideas and solutions that were generated across the three participant groups, while acknowledging aspects of complexity. Uncertainty and discomfort were generated and tolerated throughout the process, as faculty learned ‘with’ participants in the design process. This approach to design thinking created inclusive spaces that promoted participants' agency. Implications: Design thinking appears to be a feasible and useful tool to address complex curriculum challenges like planetary health, where health professions students and workforce voices are crucial for curricular relevance, effectiveness and timely responses.

Traditional methods of research translation within the scientific and health professions community are typically quite narrow, often focusing on written textual outputs and conference presentations. Considering translation approaches for our research findings and ‘who’ and ‘what’ we are trying to influence is worthy of alternative approaches perhaps. We share an example of bringing research findings to life via a verbatim theater. Verbatim theater uses the exact words provided in interviews and is directly informed and constructed from people's lived experience and narratives. This article draws from the first author's doctoral study exploring professionalism and sociocultural factors in dietetic education. This included a large qualitative data set following interviews with n = 100 participants. We have shared our reflexivity in decision making around approaching translating research in this creative and more embodied way, highlighting key strengths, experiences and limitations of developing a verbatim theater and included an excerpt of the theater and the script. We have provided practical recommendations for qualitative researchers who are interested in considering more innovative arts‐based approaches to research translation. We encourage researchers to be more creative in considering more embodied ways of research translation.

Aim: To develop and psychometrically test a comprehensive Cancer Nurse Self‐Assessment Tool (CaN‐SAT). Design: Modified Delphi to assess content validity and cross‐sectional survey to assess reliability and validity. Methods: Phase 1: An expert group developed the tool structure and item content. Phase 2: Through a modified Delphi, cancer nursing experts rated the importance of each element of practice and assessed the relevance and clarity of each item. Content Validation Indexes (CVI) were calculated, and a CVI of ≥ 0.78 was required for items to be included. Phase 3: Cancer nurses participated in a survey to test internal consistency (using Cronbach's alpha coefficients) and known‐group validity (through Mann–Whitney U tests). This study was reported using the Guidelines for Reporting Reliability and Agreement Studies (GRRAS) checklist. Results: The CaN‐SAT underwent two rounds of Delphi with 24 then 15 cancer nursing experts. All elements of practice were rated as important. Only three items achieved a CVI < 0.78 after round one; however, based on open‐ended comments, 26 items were revised and one new item added. After round two, all items received a CVI above 0.78. The final tool consisted of 93 items across 15 elements of practice. Cronbach's alpha coefficients were between 0.92 and 0.98 indicating good reliability. Mann–Whitney U tests demonstrated significant differences between clinical nurses and advanced practice nurses across 13 out of 15 elements of practice. Conclusion: The CaN‐SAT is a comprehensive, valid and reliable tool that can be used for cancer nurses to self‐assess current skill levels, identify their learning needs and inform decisions about educational opportunities to optimise cancer care provision. Patient or Public Contribution: The research team included three patient advocates from Cancer Voices NSW, who were actively involved in all aspects of the study and are listed as authors.

Simulation is an established pedagogical approach in health professions education, typically led by educators and informed by their clinical expertise. Partnerships between educators and people with lived experience ensures simulation authentically represents the needs of people accessing healthcare. To map available literature on how lived experiences are incorporated into health professions simulation-based education a scoping review was conducted. In April 2024 CINAHL Complete, Scopus, ERIC, Medline, PsycINFO, and ProQuest Dissertations and Theses Global Database were searched. Studies were screened against the inclusion criteria, and data was extracted from 45 studies using a purposively developed and piloted extraction tool, and organised according to four research questions. Medicine and nursing most commonly include lived experiences in simulation-based education and cultural and linguistic diversity is the lived experience most often harnessed. Lived experience involvement across the entire six phases of simulation design and delivery was not common, however active and meaningful involvement was represented at each stage. Lived experience involvement enhances simulation-based education and provides an additional opportunity for people with lived experience to be involved in health professions education. There is an urgent need for guidelines describing how educators can harness lived experiences in simulation-based education. Further research, in partnership with people with lived experience, is required to determine how to more authentically represent lived experience in simulation-based education.