Systematic developmental follow-up for children with congenital heart disease (CHD) is essential for the timely detection of developmental delays and disorders and to put in place the supports and resources necessary to maximise function and support family well-being. Best practice guidelines recommend follow-up for children with CHD at high risk of developmental delays. However, many countries, including Canada, have faced barriers such as limitations in financial and human resources which have limited their ability to implement these important neurodevelopmental follow-up programmes. The aim of this project is to develop recommendations for evidence-based care pathways for the developmental follow-up of children and adolescents with CHD that are adapted to the Canadian health care context.

This study includes two steps: (1) a narrative review of current literature on the developmental follow-up of children with CHD and (2) a nominal group process involving patients, families, healthcare workers, researchers, policy-makers and government representatives that will be used to achieve consensus on practice recommendations. Purposive sampling will be used to select eligible participants so that all interested parties are well represented and reflective of a variety of experiences and opinions. Two to three groups of approximately 10 participants will be held via videoconferencing. The nominal groups will consist of a five-step process that will be repeated for each topic: (1) question; (2) idea generation; (3) discussion; (4) ranking; and (5) consensus.

Data from the different groups will be merged. Ideas for which a consensus was reached (>80% agreement) during the meetings will be summarised.

Ethical approval was obtained from The Hospital for Sick Children, Toronto, Canada (#1000081399) and McGill University, Montreal, Canada (#25-09-006). The findings of this study will be disseminated in peer-reviewed journals and conferences, presented at local, national and international conferences and disseminated to local, provincial and national governments to inform policy.

Comprehensive sexuality education is an educational approach that addresses the cognitive, emotional, physical and social aspects of sexuality. When taught consistently and age-appropriately, it expands survival, health and life benefits for young people everywhere. To provide an efficient, comprehensive sexuality education curriculum, educators must be equipped with proper training.

This scoping review aimed to map and identify research gaps in the existing literature on educators’ training in comprehensive sexuality education, examine facilitators and barriers to training and curriculum implementation, and highlight areas requiring further investigation.

A comprehensive search of six academic databases was conducted, followed by a mixed-methods approach to analyse the data. Narrative synthesis and data mapping were used to analyse study characteristics for all the included studies. Descriptive statistics were used to analyse quantitative data and thematic analysis guided by an inductive approach was used to analyse common themes and sub-themes for qualitative data.

A total of 74 studies (qualitative n=31; quantitative n=24; mixed methods n=19) were included in this review. The results of this review found that preservice educator training to be the most effective training approach. Additionally, results found that the best training duration is context-dependent but should incorporate a combination of in-person and online training methods that include follow-up technical support strategies.

Due to the regional disparities identified in this review, future research needs to focus on the Eastern Mediterranean and Southeast Asia regions. The findings of this scoping review provide researchers with evidence-based knowledge to make practical recommendations for an efficient comprehensive sexuality education training programme for educators while addressing barriers to training, as well as facilitators and barriers to implementation.