Condom Use Among Young Males

Using the Information-Motivation-Behavioural Skills Model, the present study examined the relationship between condom use motivation and behavioural skills and their independent and joint influence on condom use consistency among adolescent heterosexual males. Participants were 98 currently sexually active, heterosexual males aged 18-23 (M = 18.5). Each participant was given a series of questionnaires to measure 5 dimensions od Attitudes Towards Condoms, Perceptions of Social Norms, condom use consistency, 3 types of condom-obtaining negotiation strategies, and 4 types of condom-avoiding negotiation strategies. Results indicated that the Pleasure dimension of Attitudes towards condoms, was positively correlated with condom use and the condom obtaining strategy Risk Information/Request, and negatively correlated with the condom avoiding strategies Dislike of condoms and Seduction. Perceptions of Social Norms were also positively correlated with condom use and the condom-obtaining strategies Risk Information/Request and Direct Verbal/Nonverbal Communication, while negatively correlated with the condom avoiding strategies Dislike of Condoms and Seduction. Furthermore, these condom negotiation strategies partially mediated the respective relationships between motivational constructs and condom use consistency. Overall, these findings promote the need for intervention strategies that focus on dyadic negotiation and communication as a predictor for condom use, and implications for future research were discussed

Becoming a nurse : a process of learning

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Literacy and numeracy support in vocational education: Perceptions from engineering apprentices in victoria

This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved

The effectiveness of guideline implementation strategies in the dental setting : a systematic review

Background: Guideline implementation has been an ongoing challenge in the dental practice setting. Despite this, there are no reviews summarising the existing evidence regarding effective guideline implementation strategies in this setting. In order to address this, this systematic review examines the effectiveness of guideline implementation strategies in the dental practice setting. Methods: A systematic search was undertaken according to the PRISMA statement across nine electronic databases, targeting randomised controlled trials and quasi-experimental studies which evaluated the effectiveness of guideline implementation strategies in improving guideline adherence in the dental setting. All records were independently examined for relevance and appraised for study quality by two authors, with consensus achieved by a third author. Data were extracted from included studies using a standardised data extraction pro forma. Results: A total of 15 records were eligible for inclusion in this review, which focused on the effects of audit and feedback, reminders, education, patient-mediated interventions, pay for performance and multifaceted interventions. Although there were some conflicting evidence, studies within each category of implementation strategy indicated a positive effect on guideline adherence. Conclusions: This study has identified education, reminders and multifaceted interventions as effective implementation strategies for the dental practice setting. Although this is similar to research findings from other health sectors, there is some evidence to suggest patient-mediated interventions may be less effective and pay for performance may be more effective in the dental setting. These findings can inform policy makers, professional associations, colleges and organisations in the future adoption of clinical guidelines in the dental practice setting

Going global yet focusing on the local : a programme for nurse educators

Global health emphasizes transnational health issues, determinants and solutions (Koplan et al. 2009). Globalization has implications for the nursing profession (Affara et al., 2020; Dressel Mkandawire-Valhmu, 2019). Connecting global and local learning is indicated. The need to teach local-based care within the global context is growing. A programme, “Global health: Empowering nurse educators in the changing world” sought to equip nurse educators with an understanding of the relation between global health issues and one's own context. Initially, the nurse educators were tasked to explore their own cultural background and local needs are in the context of specific global health issues. They were to adjust respective pre-registration nursing curricula to address the identified needs. The online delivery of the unit was advantageous because it favorably enabled the participation of students and experts from all over the globe. The varying awareness, sensitivity and understanding about different global health issues amongst the international participants may have also dampened the leverage acquired in this regard. An evaluation exercise however revealed significant effectiveness of the collaborative learning approach which had been adopted. Reflections on the design of, going global yet focusing on the local, are discussed. Recommendations are shared in view of informing similar initiatives.peer-reviewe

Professional competence, personal occupational well-being, and mental workload of nurse educators – A cross-sectional study in four European countries

BackgroundNurse educators need a high level of professional competence to educate future health care professionals. Professional competence supports occupational well-being whilst high mental workload can undermine it. There is little existing research into nurse educators' professional competence, occupational well-being, mental workload, and the relationships between them, particularly in the European context.ObjectivesTo describe the professional competence, personal occupational well-being, and mental workload of nurse educators in four European countries, and to explore how the professional competence and mental workload of nurse educators relate to their personal occupational well-being.DesignCross-sectional study design with quantitative survey data.SettingNurse educators from Finland, Spain, Slovakia, and Malta.MethodsThe data were collected from 302 nurse educators through an online questionnaire which used the Health and Social Care Educator's Competence (HeSoEduCo) instrument. This contains 43 items which measure areas of professional competence. Statistical analysis involved descriptive and multivariate analysis.ResultsNurse educators self-assessed their overall professional competence as high. Competence in evidence-based practice was assessed as the highest whilst cultural competence was perceived to be the lowest of the six competence areas. Nurse educators perceived their levels of personal occupational well-being and the balance of mental workload as moderate. However, these levels varied between the four countries. Professional competence, more specifically administrative and curriculum competence, and a balanced mental workload were positively related to personal occupational well-being.ConclusionsThe educators who perceive themselves to have very good professional competence and a balanced mental workload are more likely to report high occupational well-being. The findings suggest that nurse educators' cultural competence needs to be strengthened and intervention research is needed to determine ways of reducing mental workload and increasing the occupational well-being of nurse educators

Utility of "The empowering nurse educators in the changing world" study programme

Nurse educators' competence requirements are constantly evolving. Continuous professional development opportunities vary and there are very few programmes that utilize international collaboration. An Erasmus+ funded New Nurse Educator project developed and implemented a 30 ECTS study programme for nurse educator education and continuous professional development. The aim of the current study is to report the evaluation of the utility of the Empowering Nurse Educators in the Changing World (ENEC) study programme. International descriptive multi method study with a pre-test post-test design was conducted. Evaluation of the impact of the programme on the participants utilized five different instruments and participants' learning diaries. Programme participants were nurse educators and nurse educator candidates from six European countries (n = 42). Analyses indicate that the participants' competence increased in all areas measured after the programme, and that their competence is good. Participants highly valued the international collaboration and exchange of experiences and expertise. The evaluation indicates that international nurse educator education programmes are beneficial for both seasoned and aspiring nurse educators. This study provides novel information on the development and enhancement of nurse educator competence. For further development of continuing professional development, it is crucial to support the development of nurse educator education study programmes in Europe