Parental Involvement in Programs to Prevent Child Sexual Abuse: A Systematic Review of Four Decades of Research.

This systematic review is the first to synthesize knowledge of parental involvement in child sexual abuse (CSA) prevention programs. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria, 24 intervention evaluations met the inclusion criteria of aiming to change parental knowledge, attitudes, behaviors, behavioral intentions, self-efficacy, response-efficacy, or capabilities for prevention of CSA. Included papers were identified via a combination of electronic database searches (PsycINFO, Web of Science, Scopus, Google Scholar, Cochrane Library, World Health Organization's International Clinical Trials Registry Platform, google.com.au, open.grey.eu, Global ETD, Open Access Theses & Dissertations, EThOS, and Trove) and direct communication with researchers. Improvement post intervention was found most commonly for parental behavioral intentions and response-efficacy, closely followed by parental behaviors, then capabilities, self-efficacy, knowledge, and lastly, parental attitudes. Improvements in behaviors, intentions, and response-efficacy occurred in 88 to 100% of the studies in which they were addressed, improvements in self-efficacy and capabilities occurred in 67 to 75%, and improvements in knowledge and attitudes occurred in only 50 to 56%. Many of the included evaluation studies suffered from methodological and reporting flaws, such as high participant attrition, lack of control group, lack of statistical tests, missed testing time points, and a lack of (or short) follow-up. Future parent-focused CSA prevention evaluations must address these concerns by conducting rigorous empirical research with sound methodologies and comprehensive reporting. Furthermore, study designs should consider measuring the real-world impact of increases in assessed parent variables, including their ability to prevent sexual victimization of children.

School Nurse Evaluation.

Evaluation of one's school nurse practice is one standard in the school nurse's scope and standards of professional practice. The Virginia School Nurse Institute Partnership (SNIP) identified the need to develop a concise self-evaluation tool that school nurses and their nurse and non-nurse employers could use to appropriately document a school nurse's practice. The purpose of this article is to provide a self-evaluation tool that the school nurse and his or her employers can use to evaluate professional school nurse practice.

Role socialization: designing a web-based program to orient new school nurses.

Traditional orientation programs for school nurses may not meet the needs of nurses new to the specialty. In this era where technology is a major aspect of our daily lives, the Internet offers new school nurses an avenue where information can be accessed at anytime and from anyplace. This article explores a Web-based orientation program that has been developed for new school nurses in Virginia. Modules in the program outline the history of school nursing, advice from an experienced school nurse, school enrollment requirements, scope of school nursing practice, standards of professional performance, and legal issues in school nursing and are available through a single Web portal. Information presented could be customized to provide specific content unique to practice in any state or area.