Mirror therapy, motor imaginary, and virtual visual feedback reduce phantom limb pain; however, there is limited scientific evidence supporting their effectiveness. Future studies should include designs with more solid research methods, exploring short- and long-term benefits of these therapies. Clinical relevance This systematic review investigates the effectiveness of mirror therapy, motor imagery, and virtual visual feedback on phantom limb pain, summarizing the currently published trials and evaluating the research quality. Although these interventions have positive benefits in phantom limb pain, there is still a lack of evidence for supporting their effectiveness.

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Background Debriefing is considered a critical component of simulation-based learning, but the differences between different debriefing methods remain unclear. Purpose The purpose of the study was to investigate the effectiveness of the debriefing assessment, problem-solving process, and team effectiveness among students who received instructor-led debriefing, self-debriefing, and combined debriefing. Methods An experimental design was conducted with 250 students (nursing, physiotherapy, and occupational therapy). Differences in the Debriefing Experience Scale (DES), Problem Solving Inventory (PSI), and Communication and Teamwork Skills (CATS) assessment between the groups were measured. Results In nursing students, the combined debriefing group had the highest scores for the CATS assessment (P < .001) and for the coordination (P < .001), cooperation (P = .012), and communication (P = .002) categories. No significant differences were observed between debriefing groups for DES or PSI. Conclusions Combined debriefing improves communication and team skills in students. Educators might promote combined debriefing after simulation sessions as it seems to improve team effectiveness.

Health literacy is an aspect of growing importance since it has been recognized as an important determinant for health status (Sun et al., 2013). Health literacy represents 'the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health' (Smith, Tang, & Nutbeam, 2006). According to the European Health Literacy Project (HLS-EU) it is the achievement of 'knowledge, motivation and competences to access, understand, appraise, and apply health information in order to make judgments and take decisions in everyday life concerning healthcare, disease prevention and health promotion to maintain or improve quality of life during the life course'(Sørensen et al., 2015). The comparative report on health literacy in eight European member states showed that 10.3% of participants had inadequate health literacy (Pelikan, 2012). The European Health Literacy Survey Questionnaire (HLS-EU-Q47) was designed to measure health literacy. It is based on a conceptual framework including four information-processing dimensions (accessing, understanding, appraising and applying) within three health domains (healthcare, disease prevention and health promotion; Sørensen et al., 2012, 2013). Although there is growing interest regarding the status of health literacy in the general population, the level of health literacy measured by the HLS-EU-Q47 among health sciences students (students enrolled in health science programs including nursing, physiotherapy and occupational therapy degrees) have not been previously examined. It is especially relevant that these students, as future health professionals, have a good level of health literacy as they will educate patients, families and communities about healthcare topics. Health literacy might represent a determinant of health be

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