Research aim or question
Some scoping reviews raise a broadly-defined research question, but most only outline an aim statement. If included, the research question follows the statement of aim in the Introduction. They are quite general in a scoping review but can be followed with sub-questions.
‘The main question for this review was: What is the evidence of [NVC] between nurses and older adults?’ (Wanko Keutchafo et al., 2020, Research questions section).
Critical appraisal of evidence
Scoping reviews do not require critical appraisal of the evidence, as the purpose is to map what evidence exists, regardless of quality. However, some may include this step if it is relevant to the objectives. If it is included, a rationale of how the appraisal aligns with the objectives must be included, as well as the approach, tools or checklists, process, number of reviewers, how disputes were resolved, and how findings from the appraisal were used. It is based on the exclusion criteria. A scoring system might be used in this section.
‘Of the 22 included studies, 16 studies underwent methodological quality assessment using the MMAT version 2018. The remaining six were excluded from the quality appraisal because they were not primary studies. The 16 studies which underwent methodological quality assessment showed high methodological quality and scored between 80 and 100%. Of these studies, 15 studies scored 100%, and one scored 80%’ (Wanko Keutchafo et al., 2020, Quality of evidence section).
Conclusion
A scoping review usually has a separate conclusion section that summarises what was found.
‘In summary, this scoping review provides insight into the relationship between PA and SF in young people with ASD. From the current literature, PA may be related to the social interactions and behaviors of young people with ASD. This review has summarized the relevant literature regarding PA and SF and suggests future directions for research. It has become evident that PA is a viable intervention option to target some of the primary concerns associated with ASD. Further, interventions educating young people with ASD about how to engage in PA may enhance quality of life through increased PA participation and diversified social relationships’ Reinders et al., 2019, Conclusion section).
