The mediating role of nurses' attitude towards reporting child abuse and neglect.

PURPOSE: Attitudes towards reporting child abuse and neglect play a significant role in determining the tendency to report abuse and neglect. In addition, Cognitive Response Theory (Shen, 2020) suggests that individuals actively process messages by producing pro and/or counter arguments referred to as "Gain - loss thoughts". However, literature positioning the variable, attitudes towards reporting, as a mediator, as well as its importance, are limited. The purpose of the study was to investigate the mediating effect of pediatric nurses' attitudes between "gain-loss thoughts" and the tendency to report child abuse and neglect. DESIGN AND METHODS: A cross-sectional study examined 124 pediatric nurses working in central Israel's hospital departments concerning nurses' tendency to report (tendency to report = TTR), attitudes towards reporting, and "gain-loss thoughts" (positive and negative consequences for the child). RESULTS: Most of the nurses had professional experience of 11 years or more (n = 75; 62.5%). According to the findings, nurses' attitudes towards reporting mediate the effect of gain-loss on the TTR child abuse and neglect. CONCLUSIONS: Findings from this study contributed to our understanding of the importance of pediatric nurses' attitudes in determining the TTR abuse and neglect. Only nurses' positive attitudes towards reporting child abuse had a mediating effect on TTR. PRACTICE IMPLICATIONS: Understanding the importance of attitudes and gain-loss thoughts can serve as a strategy for training programs and in the assimilation of reporting obligations by health professionals in general and nurses in particular.

Taking responsibility for sexual health curricula content: A national study of Israeli nursing faculty.

BACKGROUND: Little is known about sexual health education for nursing practice that nursing students receive in their undergraduate curricula. OBJECTIVES: This study examined nursing curricula for sexual health content and the context in which it was taught. Faculty's professional background, attitudes, perceived barriers, and facilitators were examined. METHODS: A mixed-methods national cross-sectional study was conducted. All Israel's nursing school directors were approached (n = 27) with a 51.8 % response rate. RESULTS: All participants (100 %) reported positive attitudes (M = 4.5, SD = 0.51) toward integrating sexual health content into nursing practice curricula; however, the general perception of most nursing schools (79.6 %) was that nursing students received insufficient preparation to deal with patient sexual concerns. Sexual health assessment was integrated into academic curricula only in two nursing schools (n = 2), with no school including clinical competencies for sexual health in their clinical practice (0 %). According to the results of the qualitative analysis, education, including faculty education and student curriculum, and comfort were identified as facilitators for the inclusion of sexual health content into nursing curricula. In contrast, discomfort, education, and cultural issues were described as barriers. CONCLUSION: Comprehensive sexual health education is mandatory content for nursing practice. The lack of sexual health content in the nursing curricula may limit the student's ability to assess the patient's sexual health in professional practice. Therefore, regulatory organizations in nursing education need to include this competency as a mandatory component of nursing education content.

Interprofessional palliative and end-of-life education: short-term and long-term outcomes - mixed-methods analysis.

ObjectiveInterprofessional care is integral to end-of-life (EOL) and palliative care (PC) and may be suited for EOL and PC education.We evaluate the impact of an interprofessional EOL care curriculum on participants, during the course, on completion and 4 years laterusing quantitative (questionnaires) and qualitative (open-ended questions and interviews) methods.The course included 14 fifth and sixth-year medical students, 9 social work students and 7 nursing students enrolled in master's degree programmes. Seventeen participants completed questionnaires 4 years later and eight participated in interviews.On postcourse questionnaires, participants attributed high value to interprofessional education (IPE) (4.77/5±0.50 on a Likert scale). Four years later, participants reported that IPE impacted their professional (3.65/5±1.11) and personal lives (3.94/5±1.09) and found PC IPE important (4.88/5±0.33).Conventional content analysis showed that the course enabled discussion of death and dying and provided an opportunity for a personal-emotional journey. It offered an approach to EOL care and an opportunity to experience interprofessional teamwork at the EOL resulting in behavioural change.Interprofessional EOL education resulted in meaningful and lasting self-reported personal and professional behavioural outcomes.

Do parental decision-making patterns predict compliance with use of child booster seats?

Booster seat use for 4-9 year olds remains the lowest of all age groups in many countries. The objective of this study is to examine whether parents' decision-making patterns, as measured by the Melbourne Decision Making Questionnaire, relate to car booster seat use. Israeli parents of 4-7 years old children (n = 398) answered a questionnaire about car safety and decision-making habits. Ninety per cent of parents reported having a booster seat; 70.5% reported consistent booster seat use in general and on short drives during the last month (booster seat use compliance index). Greater compliance index was positively related to a vigilant decision-making pattern, passenger compliance with rear seat belts and families with fewer children. Lower booster seat use compliance index was associated with buck-passing decision-making pattern. Health professionals and policy-makers should take into account parents' habitual decision-making patterns when designing interventions for car booster seat compliance.