Factors Influencing Nursing Students’ Intention to Practice Sexuality Education in their Professional Work

Abstract

Sexuality has an essential part in human lives and can be affected by changes in one’s health status. Since the nursing profession delivers holistic care for patients, nurses must have the knowledge and skills to deliver care concerning sexuality. Evidence from the professional literature demonstrates that nurses do not address sexuality care consistently, mainly due to different factors such as lack of knowledge, skills, and cultural attitudes. This study’s purpose was to learn about the factors that affect nursing students’ willingness to grasp the nurse’s role as a sexuality educator in practice prior to establishing a specified course in sexual education for BSN students. A quantitative study was conducted in a college at the center of Israel, with a convenience sample of nursing students in a BSN program (n?=?214). The research tool was a questionnaire designed to assess the knowledge, attitudes, and willingness of nursing students to practice sexuality education in the future. The study’s approach was based on Ajzen’s Theory of Planned Behavior. Results indicated that self-efficacy is the main mediator between attitudes and intentions. There is a need to reinforce nursing student’s self-efficacy on the subject to increase their intention to practice it in the future.     

Achieving Academic Literacy: Disciplined Discourse

Concerns that students increasingly come to tertiary studies ill‐prepared for academic pursuit in the disciplines have generated a broad range of supplementary tuition in Australian Universities during the past decade. Many researchers and tertiary teachers have from experience realized that tertiary learning skills are very much context‐, or discipline‐specific. This paper is concerned with making context‐specific expectations known to students through a process of ‘showing how’, rather than ‘telling what’. Two highly specialized teaching structures were used to generate appropriate questions for students, thereby providing parameters for their search and research and ultimately, their writing in the discipline.     

Teaching with ignorance: Questions of social justice,empathy, and responsible community

This paper explores the limitations of empathy for the formation of community, particularly within social justice education. I begin with a discussion of the major tension within the idea of community — that it is founded at once on commonality and difference. Building in particular upon the work of Emmanuel Levinas, the paper articulates an understanding of community as a signifying encounter with difference that is not founded upon knowledge about the other, but upon a being-for and feeling-for the other. Focusing upon the explicitly educational commitment to working out forms of relationality conducive to establishing community and social justice across social differences, I ask how might teaching with ignorance, as opposed to teaching for empathy, bring us closer to the being-for others that marks our ethical engagement with other people and engenders our responsibility to the collective?     

The “Four Commonplaces of Teaching”: Prospective Teachers' Beliefs About Teaching in Urban Schools

The Urban Review - Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students,...     

Instructional design for distance education

Summary The instructional design process provides the framework for planning. It is essential that the instructor take the time to plan and organize the learning experience prior to implementation when engaged in teaching at a distance. The instruction will be at a standard that is acceptable in all venues. The students will be engaged and the instructor will be satisfied. Planning makes the difference in a successful learning environment     

Between Policy and Practice: Archival Descriptions,Digital Returns and a Place for Coalescing Narratives

ABSTRACT

The Strathfieldsaye Estate collection at the University of Melbourne Archives is discussed in relation to recognising, protecting and reclaiming Koori (First Peoples of southeast Australia) heritage. The settler collection includes early 1900s photographs of Koori people within two distinct albums – a family album that includes a series of studio portraits of Koori adults and children, and an album depicting Koori families on Ramahyuck Aboriginal Mission Station. In the past, these albums have been defined by, and limited to, traditional archiving practices excluding Koori interpretation, authorship and social context. Restoring Koori ownership and authorship of intangible heritage plays a large part in consolidating ancestor photographs with Koori perspectives of identity and culture.     

Envisioning the Academic Library: A Reflection on Roles,Relevancy and Relationships

The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.

The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution.     

An examination of the effectiveness of a sexual ethics curriculum

This article presents early evaluation data on the effectiveness of an ethics-based sex education program, the Sexual Ethics for a Caring Society Curriculum (SECS-C), which strives to develop adolescents’ thinking about sex so that they might act ethically in relation to other people and reflect ethically upon sexual messages and events in the world around them. Unlike typical evidence-based curricula that measure prevention goals from a health perspective, effectiveness was measured in terms of attitude change. Seventy-nine 9th graders from 7 diverse classrooms at a charter school received 8 lessons from the curriculum. Pre and post measures assessed belief in rape myths (the Illinois Rape Myth Acceptance Scale) and bystanderism (the Bystander Attitude Scale, Revised (BAS-R)). The students showed improvements with regard to rape myth attitudes but not with regard to their beliefs in the likelihood of intervening in troublesome sexual situations.