Unintended pregnancy and childhood maltreatment: The protective effect of positive relationships.

BACKGROUND: Childhood maltreatment is associated with sexual risk-taking behaviors in adulthood but can also have generational effects on maternal/child health. METHODS: This cross-sectional study examined the relationship between childhood abuse and neglect and unintended pregnancy, and then assessed the effect of relationship attributes on this outcome. RESULTS: Findings indicate parenting women (n = 153) in long-term relationships who experienced childhood emotional abuse had higher scores of unintended pregnancies (p = .023). Yet women with moderate/high partner appraisal (perceptions of their partner's attributes used to assess interpersonal conflicts) showed no difference in unintended pregnancies between those with and without emotional abuse in childhood. Women with emotional abuse and low partner appraisal had higher unintended pregnancy scores (p = .002). DISCUSSION/CONCLUSION: This study has implications for public health nursing and life course research demonstrating that a positive adult interpersonal environment can reduce the sequelae of adverse health outcomes associated with childhood emotional abuse. The results reinforce the importance of screening adults for childhood maltreatment to establish early risk for unintended pregnancy.

Perception of online teacher self-efficacy: A multi-state study of nursing faculty pivoting courses during COVID 19.

BACKGROUND: COVID-19 forced many colleges and schools of nursing to abruptly pivot face-to-face learning to online formats. Online teaching is not new, but some faculty have not taught in a virtual environment and rapidly transitioning courses online was challenging. It is not known if teacher self-efficacy was impacted by these circumstances. OBJECTIVES: We aimed to assess online teacher self-efficacy of nursing faculty who transitioned at least one-face-to face course to an online format. We hypothesized that faculty with previous online teaching experience and greater self-rated instructional support would demonstrate higher online teacher self-efficacy scores compared to faculty who had little or no online teaching experience or reported less satisfaction with instructional support. DESIGN: A cross-sectional, descriptive design was used. SETTING: Faculty from ten universities across the United States were recruited. PARTICIPANTS: Nursing faculty (N = 84) who transitioned at least one face-to-face course to an online format during COVID-19 were included in the study. METHODS: Participants completed the 32-item Michigan Nurse Educators Sense of Efficacy for Online Teaching (MNESEOT) instrument and a demographic questionnaire which included items about prior online teaching experience and instructional support. RESULTS: Participants scored overall teacher self-efficacy high (75th percentile). "Computer skills" were scored highest while "student engagement" scored lowest. Prior online teaching was a predictor of higher online teacher self-efficacy; however, instructional support was not a predictor of higher online teacher self-efficacy. CONCLUSION: Nursing faculty reported a high level of online teacher self-efficacy during an abrupt pivot from face-to-face teaching to a virtual format. Pre-emptive opportunities to teach online can build self-efficacy for novice faculty. Faculty and students will benefit from improving student engagement skills, especially during isolating and overwhelming events such as the COVID-19 pandemic.