How dialysis frequency and duration impact uremic toxin and fluid removal: a pediatric perspective.

Three-weekly 4-h hemodialysis/hemodiafiltration (HD/HDF) per week has become the "standard HD/HDF" regimen in children across the globe, although increasingly criticized, since crucial determinants such as residual kidney function and patient preferences are not considered. As a consequence, several children fail to achieve adequate dialysis while on a "standard HD/HDF." In these circumstances, an extended dialysis prescription such as short daily (2-3 h/session, 5-7 days a week) or nocturnal HD/HDF (6-9 h/session, 3-5 days a week), either at home or in a dialysis center, may be considered.

Co-designing community-level integral interventions for active ageing: a systematic review from the lens of community-based participatory research.

Background: While community-level interventions for promoting active ageing have received increasing attention and there is a trend to leverage technology to support traditional physical or social interventions, little hands-on guidance exists for designing these integral interventions. This study aimed to examine the interventions reported in the literature guided by Community-Based Participatory Research (CBPR) principles. The goal is to extract insights that inform future practices in co-designing integral interventions for active ageing.

A Toolkit for Co-Designing towards Community-Based Active Ageing: Lessons Learned during Development.

It is increasingly recognized that community-based interventions for active ageing are more lasting and effective, yet the tools and methods for developing these interventions are lacking. This study investigates how to co-design community-based active ageing with older adults via the development of a toolkit to support this goal. Rapid reviews were conducted to understand (i) the effective behavioural change techniques for older adults, (ii) how to co-design with older adults for community-based interventions, and (iii) how to design tools for behaviour change that are easy to use.

Physical learning environments' supportiveness to innovative pedagogies: students' and teachers' experiences.

Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers' and students' experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework.

Children and Urban Green Infrastructure in the Digital Age: A Systematic Literature Review.

In the digital age, time spent outdoor in green areas is significantly decreasing for children living in cities. With the advent of digital technology, a series of digital tools are gradually integrated into children's lives and act as a double-edged sword: on the one hand, an increasing number of children tend to stay at home and play digital games instead of interacting with nature; on the other hand, new digital technology is increasingly being used to engage children with outdoor activities. A host of studies have investigated children's behaviour in the natural environment.