SynthesisBMC medical education2026
A systematic search for evaluated interventions to increase nursing students' participation in international scientific conferences: an empty review and implementation implications.
Synthesis in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInternational scientific conferences expose nursing students to current evidence, professional identity formation, and global networks, yet participation remains low. We aimed to identify evaluated interventions designed to increase nursing students’ participation in international scientific conferences.
methodsFollowing PRISMA 2020, we searched PubMed, CINAHL, Scopus, and Web of Science for English/Japanese records from January 2005 to 31 May 2025. We also examined three International Council of Nurses (ICN) Congress proceedings items authored by the research team as contextual sources. Two reviewers independently screened titles/abstracts. Eligible studies targeted pre-licensure undergraduate nursing students and evaluated strategies intended to increase participation, reporting objective participation outcomes (e.g., abstract submission, registration, attendance, presentation).
resultsDatabase searches identified 173 records. After removing 58 duplicates, 115 records were screened by title and abstract. All 115 records were excluded at the title/abstract stage; therefore, no eligible evaluative studies were identified (n = 0).
conclusionsNo evaluated interventions were identified. This empty review highlights an actionable evaluation gap. Informed by implementation and behavior-change theory and adjacent evidence, we outline implementation implications that can be adopted and monitored using routine indicators (key performance indicators) and iterative improvement cycles (Plan–Do–Study–Act).
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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.