ArticleBMC public health2025
Health education interventions for individuals with visual or hearing impairment: a scoping review.
Article in BMC public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Problem-Solving and Behavioural Activation for Young Mothers with Depression in Harare, Zimbabwe: A Mixed-Methods Case Series.Epidemiologia (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundVisual impairment refers to a deficiency in one or more functions of the visual system, while hearing impairment refers to a loss of auditory function, defined either by its impact on communication and daily activities or by clinical thresholds of hearing ability. Individuals with these disabilities encounter various challenges including limited educational opportunities, restricted access to academic resources, and delays or shortages of support services. This study aimed to provide data for improving the health and well-being of individuals with visual or hearing impairments by analyzing health education interventions using classification criteria of the International Classification of Functioning, Disability and Health (ICF).
methodsThe scoping review followed Arksey and O'Malley's methodology and adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, organizing research questions by population, concepts, and contexts. Data included studies on health education interventions for individuals with visual or hearing impairments, sourced from Cochrane, Ovid MEDLINE, and Google Scholar. A specific search strategy with relevant keywords was used. The selection focused on intervention studies evaluating the effects of the intervention for these individuals globally. Two researchers independently reviewed full-text articles and extracted data into a standardized table, with results summarized using descriptive statistics.
resultsThe literature search identified 3,168 articles, 34 of which were selected for analysis (19 concerned individuals with visual impairments, while 15 studies concerned individuals with hearing impairments). Health education interventions for the visually impaired mainly focused on skill acquisition and development, primarily delivered through face-to-face sessions. Healthcare providers predominantly facilitated these interventions within healthcare institutions. Similarly, health education interventions for the hearing impaired primarily focused on acquisition and development, mainly through face-to-face interactions. The dropout rate in the interventions ranged from 0% to approximately 50%. Outcome variables included physical function, psychosocial factors, behavior-related variables, and knowledge-related variables derived from the ICF in both cohorts.
conclusionsThis scoping review presented an examination of tailored health education interventions for individuals with visual or hearing impairments. Delivered largely through face-to-face sessions by healthcare providers, these interventions focused on skill acquisition and development, addressing physical function, psychosocial factors, behavior-related changes, and knowledge improvements. The wide range of dropout rates revealed barriers such as accessibility and sustainability. These findings emphasize the need for innovation and targeted strategies to improve the effectiveness and inclusivity of health education programs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.