Using the Theory of Planned Behavior to determine COVID-19 vaccination intentions and behavior among international and domestic college students in the United States.

Vaccination is the most effective strategy for preventing infectious diseases such as COVID-19. College students are important targets for COVID-19 vaccines given this population's lower intentions to be vaccinated; however, limited research has focused on international college students' vaccination status. This study explored how psychosocial factors from the Theory of Planned Behavior (TPB; attitudes, perceived behavioral control, subjective norms, and behavioral intentions) related to students' receipt of the full course of COVID-19 vaccines and their plans to receive a booster. Students were recruited via Amazon mTurk and the Office of the Registrar at a U.S. state university. We used binary logistic regression to examine associations between students' psychosocial factors and full COVID-19 vaccination status. Hierarchical multiple regression was employed to evaluate relationships between these factors and students' intentions to receive a booster. The majority of students in our sample (81% of international students and 55% of domestic students) received the complete vaccination series. Attitudes were significantly associated with all students' full vaccination status, while perceived behavioral control was significantly associated with domestic students' status. Students' intentions to receive COVID-19 vaccines were significantly correlated with their intentions to receive a booster, with international students scoring higher on booster intentions. Among the combined college student population, attitudes, intentions to receive COVID-19 vaccines, and subjective norms were significantly related to students' intentions to receive a booster. Findings support the TPB's potential utility in evidence-based interventions to enhance college students' COVID-19 vaccination rates. Implications for stakeholders and future research directions are discussed.

Teaching Social Determinants of Health in Nursing Programs: An Integrative Review of Strategies and Effectiveness.

BACKGROUND: Incorporating social determinants of health (SDoH) into clinical decision-making can clarify disease causes, enhance care planning, and improve health outcomes. Nurse educators should know which strategies are most effective for teaching SDoH in bachelor of science in nursing (BSN) programs. OBJECTIVE: This integrative review synthesizes the literature on familiarizing BSN students with SDoH and identifies effective teaching interventions for SDoH in these programs. METHODS: The researchers searched CINAHL, PubMed, Web of Science, and ERIC databases, and 21 articles met the inclusion criteria. The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analysis) guidelines were followed for reporting. RESULTS: The curriculum method, service learning, and international outreach experiences were frequently used teaching strategies. Qualitative evaluation was used to evaluate student outcomes. CONCLUSIONS: Nurse educators should be mindful of these strategies. Interdisciplinary teamwork can bolster students' understanding of disadvantaged populations while integrating SDoH in nursing curricula. Quantitative evaluations of learning outcomes are needed to determine teaching effectiveness.

Stress management interventions among socioeconomically disadvantaged parents: A meta-analysis and moderation analysis.

BACKGROUND: Socioeconomically disadvantaged parents experience high levels of stress, anxiety, and depression. Many interventions have been tested to reduce parental stress, but no meta-analysis has been conducted to quantitatively summarize the effects and explore the moderators of intervention effects among socioeconomically disadvantaged parents. OBJECTIVE: This meta-analysis aimed to (1) quantitatively examine the intervention effects of prior stress management interventions among socioeconomically disadvantaged parents on reducing stress, depression, and anxiety; and (2) explore the potential moderators of intervention effects. METHODS: Six databases, including CINAHL, PubMed, PsycINFO, Sociological Abstracts, Web of Science, and Cochrane, were searched in February 2021. After a two-step literature screening by two independent reviewers, 45 eligible articles were retained. Two evaluators independently assessed each eligible study's quality using the Evidence Project risk of bias tool. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guided the report. Meta-analyses (random-effects model) and moderation analyses (mixed-effects model) were performed. RESULTS: Previous stress management interventions had a small effect of -0.24 in reducing parental stress (95% confidence interval [CI]: -0.33, -0.15) with a 7.6-month follow-up effect of -0.12 (95% CI: -0.27, 0.04). The pooled effects on reducing depression were -0.15 (95% CI: -0.26, -0.04) with a 9-month follow-up effect of 0.02 (95% CI: -0.21, 0.26). Two studies measured anxiety, and the average effects were -0.03 (95% CI: -0.16, 0.11). Intervention effects on stress were significantly moderated by country (p = .005), study design (p < .001), and intervention duration (p = .030). Interventions conducted in developing countries (g = -0.52) had a significantly larger effect in reducing stress than those conducted in developed countries (g = -0.19). Studies using a quasi-experimental design (g = -0.47) resulted in a significantly greater effect in reducing stress than RCTs (g = -0.12). Interventions with a duration of 1-3 months (g = -0.36) had a greater effect in reducing stress than those with a longer duration (g = -0.11 for 3-6 months, -0.20 for >6 months). Intervention effects on reducing depression were significantly moderated by intervention component (p = .030). Cognitive behavioral therapy (g = -0.20) and mindfulness-based interventions (g = -0.16) resulted in greater effects in reducing depression than interventions focusing on parenting/life/self-care skills (g  =  0.003). CONCLUSIONS: Previous stress management interventions have short-term beneficial effects on reducing parental stress and depression, but long-term follow-up effects are limited. Short-duration (1-3 months) mindfulness-based interventions and cognitive behavioral therapy in clinical settings are recommended for socioeconomically disadvantaged parents to reduce stress and depression.

Revisiting the Quality of Reporting Randomized Controlled Trials in Nursing Literature.

PURPOSE: To examine and update the literature on the quality of randomized controlled trials (RCTs) as reported in top nursing journals, based on manuscripts' adherence to the CONsolidated Standards of Reporting Trials (CONSORT) guidelines. DESIGN: Descriptive review of adherence of RCT manuscript to CONSORT guidelines. METHODS: Top 40 International Scientific Indexing (ISI) ranked nursing journals that published 20 or more RCTs between 2010 and 2014, were included in the study. Selected articles were randomly assigned to four reviewers who assessed the quality of the articles using the CONSORT checklist. Data were analyzed using descriptive and inferential statistics. FINDINGS: A total of 119 articles were included in the review. The mean CONSORT score significantly differed by journal but did not differ based on year of publication. The least consistently reported items included random allocation, who randomly assigned participants and whether those administering the interventions were blinded to group assignment. CONCLUSIONS: Although progress has been made, there is still room for improvement in the quality of RCT reporting in nursing journals. Special attention must be paid to how adequately studies adhere to the CONSORT prior to publication in nursing journals. CLINICAL RELEVANCE: Evidence from (RCTs) are thought to provide the best evidence for evaluating the impact of treatments and interventions by the U.S. Preventive Services Task Force. Since the evidence may be used for the development of clinical practice guidelines, it is critical that RCTs be designed, conducted, and reported appropriately and precisely.

The Development and Psychometric Properties of the Children's Sleep Assessment Questionnaire in Taiwan.

To develop and examine the validity and reliability of the Children's Sleep Assessment Questionnaire (CSAQ) for school-aged children in Taiwan. DESIGN AND METHODS: We used a cross-sectional study design with stratified random sampling. Pairs of children and parents were recruited from a school-based sample of third- and fourth-grade students, enrolling 362 child and parent pairs. The content validity, construct validity, convergent validity, internal consistency, and inter-rater reliability of the CSAQ were assessed. RESULTS: The CSAQ comprised three parts: sleep hygiene, sleep quality, and sleep disturbance. Sleep hygiene showed a moderate intra-class correlation coefficient (0.37-0.66) between children and parents. Results of exploratory factor analysis suggested a four-factor structure model for sleep quality with 64.9% of variance and a two-factor structure for sleep disturbance with 57.7% of variance. These two models also demonstrated good fit with the confirmatory factor analysis. CONCLUSIONS: The CSAQ is a valid and reliable instrument for assessing sleep problems in school-aged children. PRACTICE IMPLICATIONS: Both clinicians and researchers can use the CSAQ to screen or elucidate the children' sleep problems.

[A study of work stress and professional commitment in outpatient department nurses].

BACKGROUND: Nurses working in outpatient departments face tremendous pressure from multiple sources. The effect of nurse professional commitment on continued professional development is an issue worth exploring further. PURPOSE: This study explored relationships among nurses' personal attributes, work stress and professional commitment. METHODS: The Lazarus cognitive appraisal model framed the research plan design. Tools used included stress level and professional commitment scales for healthcare professionals. Of 180 questionnaires sent to outpatient department nurses nurses, 171 (95%) were returned and used in analysis. SPSS 12.0 for windows software was used for statistical analysis. RESULTS: We found a significant negative correlation between work stress and professional commitment and no significant relationship between level of education and either ability to handle work stress or professional commitment. Years of work experience, age and position all correlated positively with ability to handle work stress. Years of work experience correlated positively with professional commitment. IMPLICATIONS FOR PRACTICE: This study suggests that nurses experience the highest work stress levels during their first five years of work. Findings show that providing nurses a clear career development path, in addition to attractive incentives and a reasonable workload, is essential to reducing work stress, bolstering professional commitment and increasing retention.