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.     

当代大学生择业心态与教育

当代大学生择业心态可归为4种：自信型、矛盾型、从众型、悲观型，任何一种类型都不同程度地存在着择业心理障碍，为此，高校应加强思想政治教育和心理素质教育，提高毕业生择业心理健康水平。     

Effectiveness of case-based learning instruction on pre-service teachers’ chemistry motivation and attitudes toward chemistry

Background: The development of primary pre-service teachers’ chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students’ ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.

Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.

Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.

Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.

Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.

Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry.     

Unsettling equity frames in Australian universities to embrace people seeking asylum

ABSTRACT

Transnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change.     

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.     

From perceived polarization of immigration attitudes to collective action

In the context where immigration divides the political space of Western societies, perceived social polarization as an explanation of collective action is surprisingly understudied in contemporary social psychology. We hypothesize that the more people perceive polarization, the more they will engage in collective action in line with their attitudes. Moreover, this effect should be explained by two interrelated factors: identification and perceived efficacy. Perceived polarization should shape how important immigration attitudes are for individuals’ self-definition and thereby believing oneself capable of making a change, which in turn triggers collective action. To test our predictions, we conducted three studies (Studies 1 and 2 were correlational and Study 3 experimental) among mobilized and non-mobilized samples in two countries (i.e., Belgium and Switzerland). Results partially support our predictions that perceived social polarization on immigration issues relates to engaging in collective action. Indirect effect analyses revealed the predominant role of identity dynamics in the social psychological processes linked to perceiving polarization. These results provide potential explanations to the strong mobilization that emerged since 2015 following the so-called migrant crisis. Implications of our findings for collective action literature are discussed.     

试论经济全球化进程中的价值观走向

论述了经济全球化对各国各民族的价值观的影响。指出在碰撞的过程中,既有冲突也有整合,但由于科学技术的迅猛发展、市场经济的全球普及以及价值观自身的特点,最终必然导致人类价值观的全球化。价值观的全球化既不是所有民族价值观的趋同化．也不是价值观的“西化”,而是多种价值观通过冲突和对话形成新的价值观结构。     

论“一·二八”事变期间国民政府对日政策——兼与“九·一八”事变对日政策比较分析

国民政府处理“一·二八”事变的基本出发点是首先实现中日停战,然后通过外交途径解决争端。为此,国民政府在军事、政治与外交方面多管齐下。显见,此时国民政府对日政策与“九·一八”事变时期相比发生了一定的变化。这既折射出中日民族矛盾的进一步激化,也说明国民政府的对日政策开始发生了微妙调整。然而,国民政府对日政策的核心仍是基于依赖国际调停的方式来解决中日争端,国民政府对日态度未发生根本性变化。     

草原生态移民社会适应状况、心理健康水平调查报告——以内蒙古阿拉善盟孪井滩为例

本文以内蒙古阿拉善盟孪井滩生态移民为调查对象．从社会适应、心理健康状况及其相互关系方面展开调查。结果显示,移民社会适应总体处于中上水平,不同收入水平移民在生活适应、生产适应有着显著性差异,贫困户适应水平低于富裕户,与中等户无差异。移民生理健康与心理健康都居于中上水平,贫困户与富裕户的心理健康和生理健康都有着显著差异,贫困户匆中等户的心理健康水平有显著差异。社会适应性与心理健康存在显著正相关。