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Open research questions in Health Sciences Research and Education

222 gap statements mined from Health Sciences Research and Education papers in our 7.9M-paper local library, which holds 2,154 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Unit assignment, as well as tenure, may need to be considered when education is provided, and structured exposure such as simulation is one option for nurses in units where NIV is used infrequently, although its effect has not been evaluated.

    Prioritising Content for Continuing Education in Non-Invasive Ventilation Care: A Needs Assessment Survey of Intensive Care Unit Nurses · 2026 · DOI

  • Whilst it is noted that the associated costs of these resources can be prohibitive, it is insufficient to solely rely on clinical settings to provide students with access to digital health technologies.

    Nursing Informatics and Undergraduate Nursing Curricula: A Scoping Review · 2026 · DOI

  • The potential limitations of this study included the exclusion of sources of information outside of the time parameters of 2015–2025, those sources not published or translated into English, and sources from countries, which have different regulatory approaches, standards for education and registration, processes, and procedures for the registration of nurses to Australia.

    Nursing Informatics and Undergraduate Nursing Curricula: A Scoping Review · 2026 · DOI

  • However, it must be stated that, until now, there have not been established RCAIN cutoff points; thus, the characterization of research competencies as “moderate” was based on the relevant position of mean scores within the potential range of each subscale, with values approximating the mid-range of the total attainable score.

    Research Competencies of Registered Pediatric Nurses: Evidence from a Greek Pediatric Hospital · 2026 · DOI

  • It included a relatively large sample from multiple professional groups and geographic regions of China and addressed an underexplored area of pediatric evidence use. Moyer VA, Butler M (2004) Gaps in the evidence for well-child care: a challenge to our profession.

    Awareness, attitudes, and practices concerning the use of indirect evidence in pediatrics: a cross-sectional survey of healthcare professionals in China · 2026 · DOI

  • The study identified a need for support systems, such as mentorship or discussion forums, to be in place during and after the training programme.

    Building capacity in evidence-based healthcare: a mixed-methods evaluation of training activities in South Africa · 2026 · DOI

  • Due to the lack of evidence support in LLM-generated answers and the occasional generation of incorrect information, nurses tend to mistrust them.

    Nurses’ Perspectives on Evidence Dissemination Barriers and Large Language Model–Based Support: Qualitative Study Using Focus Groups and Nominal Group Technique · 2025 · DOI

  • Addressing structural barriers such as limited leadership engagement, weak incentives, and lack of supportive policies or infrastructure.

    A primer to planetary health in evidence-based medicine and clinical decision-making · 2025 · DOI

  • Limited guidance on integrating planetary health into clinical decision-making. Insufficient training on evaluating planetary health within clinical reasoning. Lack of systematically generated, accessible evidence on healthcare's environmental impacts.

    A primer to planetary health in evidence-based medicine and clinical decision-making · 2025 · DOI

  • Whether knowledge and confidence diverge in this population could be examined with an objective knowledge test or observed or simulation-based assessment of performance.

    Prioritising Content for Continuing Education in Non-Invasive Ventilation Care: A Needs Assessment Survey of Intensive Care Unit Nurses · 2026 · DOI

  • Future research should examine the long-term sustainability of these changes, as well as their transfer to clinical practice across different academic and institutional contexts.

    Nursing Students’ Experiences of Learning Evidence-Based Practice Through a Flipped Classroom: A Qualitative Study · 2026 · DOI

  • The lack of a clear, precise definition of 'evidence'. The variability and informality in the use of the term 'evidence'.

    Perspectives on the definition of ‘evidence’: a qualitative interview study among interest-holders · 2026 · DOI

  • Mentorship is frequently cited as a solution, yet its specific mechanisms for bridging evidence to practice are underexplored.

    Bridging the gap between evidence-based guidelines and clinical practice excellence: The role of mentorship · 2026 · DOI

  • Despite growing emphasis on evidence-based practice and digital literacy, limited research examines how nursing students identify, evaluate, and apply information sources-particularly artificial intelligence-when developing care plans during clinical placements.

    Nursing Students’ Information Seeking Behavior in Saudi Arabia: A Mixed-Method Study · 2026 · DOI

  • The review maps an emerging but still limited evidence base on factors shaping research culture in LMIC midwifery education.

    A scoping review of barriers and enablers shaping research culture in midwifery education in low- and middle-income countries · 2026 · DOI

  • Across the literature, recurring patterns included limited research training, weak mentorship structures, constrained institutional support, and competing teaching or clinical workloads.

    A scoping review of barriers and enablers shaping research culture in midwifery education in low- and middle-income countries · 2026 · DOI

  • Opportunities to build these skills may be limited by a lack of structured research experiences and heavy clinical course loads.

    Innovative Health Literacy Assignment to Build Graduate Research Competency · 2026 · DOI

  • However, the current status of EBM skills and its education in Japanese pharmacists remains unknown.

    Perceptions, knowledge, and perceived barriers to practicing evidence‐based medicine among pharmacists in Japanese community hospitals: A cross‐sectional multicenter survey · 2024 · DOI

  • There is a need to understand the topics residents query while on shift. There is a gap in identifying the most frequently asked questions by emergency medicine residents.

    Evidence-based Medicine Questions Logged by Emergency Medicine Residents On Shift in Relation to American Board of Emergency Medicine Content Areas · 2026 · DOI

  • This cohort is limited by its single-site nature. Additionally, the coding process, using a single faculty member to adjudicate the work of the primary reviewers, may have introduced bias. The impact of the internal EBM curriculum, the didactic curriculum provided, and the local patient population all likely affected the types of EBM queries the residents submitted.

    Evidence-based Medicine Questions Logged by Emergency Medicine Residents On Shift in Relation to American Board of Emergency Medicine Content Areas · 2026 · DOI

  • The study suggests that undergraduate nursing research education may not be sufficient to prepare nurses for evidence-based practice in clinical settings. The study highlights the need for continuing professional development programs that focus on developing nurses' procedural competence to appraise primary literature and implement evidence in clinical contexts.

    Undergraduate Nursing Research Education and Preparedness for Evidence Based Practice: A Cross-Sectional Study in Kenyan National Referral Hospitals · 2026 · DOI

  • There is a lack of rigorous multi-institutional evidence characterizing the EBP preparedness of BScN-trained nurses in Kenyan tertiary hospital settings. Despite the importance of EBP, there is a need for studies that explore the relationship between undergraduate nursing research education and EBP preparedness among BScN-trained nurses.

    Undergraduate Nursing Research Education and Preparedness for Evidence Based Practice: A Cross-Sectional Study in Kenyan National Referral Hospitals · 2026 · DOI

  • The lack of a systematic approach to measuring progress in institutionalising evidence-informed priority-setting - The limited use of evidence to inform healthcare priority-setting and resource allocation decisions - The need for a tool to track country progress in institutionalising evidence-informed…

    Measuring progress in institutionalising evidence-informed priority-setting in the Indian healthcare system: an application using the iProSE scale · 2024 · DOI

  • Adequacy of reporting for each item of the GREET checklist was judged with yes (provided complete information), no (provided no information), unclear (when insufficient information was provided), or not applicable, when the item was clearly of no relevance to the intervention described…

    Adherence to the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) of studies on evidence-based healthcare e-learning: a cross-sectional study · 2024 · DOI

  • Fragmented approaches to research and teaching in nursing education. Delayed exposure to evidence-based practice. Difficulties translating scientific knowledge into clinical decision-making.

    Building Research Competence Across a Nursing Program: A Descriptive Documentary Study · 2026 · DOI

Most-cited papers in Health Sciences Research and Education

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Open questions raised by papers listed on this page include: (1) Future research should examine the long-term sustainability of these changes, as well as their transfer to clinical practice across different academic and institutional contexts (“Nursing Students’ Experiences of Learning Evidence-Based Practice Through a…”, 2026); (2) Opportunities to build these skills may be limited by a lack of structured research experiences and heavy clinical course loads (“Innovative Health Literacy Assignment to Build Graduate Research Competency”, 2026); (3) There is a need to understand the topics residents query while on shift (“Evidence-based Medicine Questions Logged by Emergency Medicine Residents On…”, 2026); (4) There is a lack of rigorous multi-institutional evidence characterizing the EBP preparedness of BScN-trained nurses in Kenyan tertiary hospital settings (“Undergraduate Nursing Research Education and Preparedness for Evidence Based…”, 2026); (5) Due to the lack of evidence support in LLM-generated answers and the occasional generation of incorrect information, nurses tend to mistrust them (“Nurses’ Perspectives on Evidence Dissemination Barriers and Large Language…”, 2025). 222 gap statements have been mined from Health Sciences Research and Education papers in our 7.9M-paper local library, which holds 2,154 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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