Disasters experienced in the world and in our country in recent years have made it necessary for health professionals to have high levels of disaster response self-efficacy. Nurses, as an important member of the health care team, have a key role in disaster management, especially in disaster response. Therefore, it is extremely important for nurses to be ready for disaster response and to have high levels of self-efficacy in disaster response. This study was conducted to determine the disaster response self-efficacy status and related factors of nurses working in surgical clinics.

This descriptive cross-sectional study was conducted with 127 nurses working in surgical clinics between June and August 2023. “Sociodemographic Data Collection Form” was used to determine the sociodemographic characteristics of the nurses and “Of the Disaster Response Self-efficacy Scale” was used to assess their disaster response self-efficacy.

The findings of the study show that nurses working in surgical clinics have a high level of disaster preparedness. Previous on-duty disaster experience and feeling competent about disaster are positively associated with disaster response self-efficacy.

It may be recommended to provide evidence-based, high-quality, and up-to-date training programs at regular intervals to increase and maintain the emergency response competencies of nurses. The originality of this study is that it was conducted only with surgical nurses.

This study aimed to evaluate the validity and reliability of the Turkish version of the Contraceptive Self-Efficacy in Women in Sub-Saharan Africa (CSESSA) scale.

Contraceptive self-efficacy is a crucial predictor of utilization of modern contraceptive methods. However, the existing tools for comprehensively assessing contraceptive self-efficacy are limited. Methods: The sample of this methodological study consisted of 510 female participants of reproductive age. The translation and cultural adaptation of the scale were performed. For validity, content validity and construct validity were tested. For reliability, test-retest reliability, Cronbach’s alpha coefficient, and item-total score correlations were evaluated. Findings: The goodness-of-fit indices showed an overall acceptable fit with the three-factor model. Cronbach’s alpha for the overall CSESSA scale was 0.867, and for the three subscales, it ranged from 0.77 to 0.84. The scale’s test-retest reliability was found to be r = 0.83 (p < 0.001), and the item-total correlations score ranged from 0.495 to 0.646. The Turkish version of the scale is a valid and reliable tool to measure the contraceptive self-efficacy of women of reproductive age. This scale can provide a comprehensive understanding of self-efficacy by assessing various dimensions of contraceptive self-efficacy.

Psychological First Aid (PFA) is a crucial intervention designed to mitigate the psychological impact of acute crises among individuals. PFA aims to equip health care providers with the necessary skills and knowledge to offer immediate psychosocial support, thereby reducing the potential for long-term mental health issues. This study assesses health care practitioners’ existing knowledge and skills in PFA.

We searched PubMed, Psych INFO, Web of Science, CINAHL, and Google Scholar databases from April 1, 2023 to August 7, 2023, for studies published within 10 years that reported knowledge and skills of health care workers on PFA. A qualitative synthesis was performed on the selected studies.

Out of the 626 resulting studies, 12 were eligible. Self-efficacy was used to determine the effectiveness of psychological first-aid training. Passage of time had a significant impact on health care workers’ understanding of proper psychosocial responses. PFA training is effective in providing psychological assistance to health personnel. The longer-term effects of the PFA training program are unknown.

The findings highlight the effectiveness of PFA training in improving health care providers’ knowledge and skills, calling for ongoing efforts to address challenges, adapt training approaches, and ensure the continued improvement of psychosocial support in acute crises.

In recent decades inclusion of children with autism spectrum disorder (ASD) in mainstream settings has gained momentum all over the world. However, teachers’ attitudes to this have an impact on the success of implementing inclusive practices, while their efficacy beliefs are a crucial factor for promoting educational reform.

To explore the psychometric properties of the Opinions Relative to Inclusion of Students with Autism Spectrum Disorder (ORI-ASD) and the Teachers’ Sense of Efficacy Scale – Autism Spectrum Disorder (TSES-ASD).

A total of 853 educators (155 preschool teachers, 388 primary school teachers and 310 university students) reported sociodemographic characteristics and completed the ORI-ASD and TSES-ASD, which were Greek-language adapted versions of the Opinions Relative to Integration of Students with Disabilities scale and the Teachers’ Sense of Efficacy Scale. Confirmatory and exploratory factor analyses were conducted.

Exploratory and confirmatory factor analyses were performed for the two scales. Confirmatory factor analyses confirmed the three-factor structure of the ORI-ASD and one-factor structure of the TSES-ASD for both pre-service and in service teachers, which show satisfactory psychometric properties. Moreover, the results showed that educators hold moderate self-efficacy beliefs.

The translated and adapted ORI-ASD and TSES-ASD showed good psychometric properties in a Greek sample of teachers and university students. The current study indicates that the ASD-adapted versions of the ORI and TSES are reliable and valid scales for rating pre-service and in-service teachers’ opinions related to perceived self-efficacy and the inclusion of students with ASD. Our findings could have important implications for policy and practice relating to inclusive education.

This study aimed to investigate the influence of feelings of guilt among cancer patients on their health behavior, with a specific focus on the use of complementary and alternative medicine (CAM).

A multicentric cross-sectional study was conducted, involving 162 oncological patients, assessing sociodemographic variables, feelings of guilt, patient activation, self-efficacy, and CAM usage. The Shame-Guilt-Scale was employed to measure guilt, with subscales including punitive guilt, self-criticism (actions), moral perfectionism, and empathy-reparation. To assess patient activation and self-efficacy, we used the German Version of the Patient Activation Measure 13 and the Short Scale for Measuring General Safe-efficacy Beliefs, respectively. To evaluate CAM-usage, we used a standardized instrument from the working group Prevention and Integrative Oncology of the German Cancer Society. Statistical analyses, including regression models, were employed to examine potential associations.

Female gender was associated with more frequent CAM usage. Regarding holistic and mind-body-methods, younger patients more often used these methods. No significant association was found between feelings of guilt and CAM usage. Patients experienced guilt most strongly related to empathy and reparation for their own actions.

Our results do not support the hypothesis of a direct link between guilt and CAM usage. Guilt may be an important aspect in psychological support for cancer patients, yet, with respect to counselling on CAM, it does not play an important part to understand patients’ motivations.

Self-efficacy (or the belief in one’s ability to effect change) often moderates the relationship between education, interest, and actions in evaluations of training programs that prepare community-based investigators in the clinical and translational sciences workforce. Such evaluations, however, tend to emphasize individual-level attitudes when there are also community- or organizational-level outcomes impacted. Methods: This study uses a novel sequential, explanatory mixed-methods design to explore multiple levels of self-efficacy (or self-awareness of personal growth in leadership) in the Clinical Scholars program, an equity-centered leadership development program for mid- to later-career healthcare professionals. Our design involves: (1) bivariate correlations and confirmatory factor analysis of self-assessed competencies across all program participants to identify emergent combinations of competencies, which informed (2) more nuanced thematic coding of participants’ stories of most significant change in their personal and professional lives, as a result of the program. Results: In unpacking their accounts of personal leadership styles (that aligned with our quantitative analyses of competencies), we found that participants demonstrated multiple competencies simultaneously. Specifically, they employed emotionally intelligent learning and consensus-building dialogue to manage conflict for interpersonal impact. Additionally, they used this combination of skills to unite diverse stakeholders under a shared vision in order to lead and manage organizational change where all colleagues’ contributions were valued. Conclusion: Together, these methods extend our understanding of personal growth in leadership as an outcome of the program in terms of individual- and organizational-level impacts, using representative quantitative self-assessments to categorize rich qualitative descriptions.

Schools are identified as a setting for food and nutrition education (FNE) in childhood. FNE is a key strategy to optimise child growth and development and impart life-long food skills. There is limited synthesis of the literature to understand the socio-ecological determinants of teachers and schools engaging in FNE.

For this scoping review, five databases (APA PsycInfo, ERIC, Medline, CINAHL and Scopus) were searched using the terms (and synonyms for) primary school teacher, self-efficacy and food and nutrition. A quality assessment using relevant Johanna Briggs tools was carried out for the included papers. Data were extracted using a modified socio-ecological model, and narrative themes were identified.

Primary (elementary) schools in high-income countries.

Primary-school teachers.

Forty-one papers were included in this review from ten countries (predominantly the USA). The narrative synthesis identified five themes that interact with teacher delivery of FNE. These were (i) perceived food and nutrition responsibilities of teachers, (ii) teacher beliefs and self-efficacy, (iii) opportunities to build teacher nutrition knowledge and self-efficacy, (iv) interpersonal contributors and (v) broader environmental, structural and policy contributors.

Multiple strategies are needed to build the capacity of teachers to undertake FNE within primary school settings. These strategies include a focus on learner-centred education that will build teacher agency, school leadership, ensuring the health and well-being of teachers and providing initial teacher education as well as innovative professional development for cross-curriculum integration. Strategies drawing from each level of the socio-ecological framework will increase opportunities for capacity building.

Only a few instruments can monitor the quality of individual supervision sessions. Therefore, the first objective was to develop a brief Quality of Supervision Questionnaire (QSQ). The second objective was to examine person and context variables associated with more effective supervision sessions. Two online samples of n=374 psychotherapy trainees and n=136 supervisors were used to develop the QSQ using exploratory factor analysis, validity and reliability analyses, and tests for measurement invariance. In addition, correlations between the QSQ and person and context variables were examined. The final QSQ included 12 items and three factors (Effectiveness, Procedural Knowledge, Relationship). The supervisee version had good reliability (α=.83 to .88) and correlated moderately to strongly with convergent measures (r=.37 to .68). The supervisor version was partially invariant to the supervisee version, displayed weak to good convergent validity (r=.27 to .51) and mixed reliabilities (α=.67 to .81). Regarding person variables, higher session quality was positively associated with supervisee self-efficacy (r=.16) and being a supervisor (vs supervisee, d=0.33 to 0.56). Regarding context variables, there were significant effects for supervisors in cognitive behaviour therapy (vs psychodynamic therapy; in terms of Procedural Knowledge, d=0.86) and for competence feedback (vs no feedback; d=0.47 to 0.68), but not for individual (vs group-based) sessions. Overall, the QSQ is a valid and reliable self-report questionnaire. We discuss the conceptual overlap between supervision scales.

As a result of reading this paper, readers will:

1. (1) Be aware of the Quality of Supervision Questionnaire (QSQ), which is a brief self-report scale assessing the quality of individual supervision sessions with 12 items and three subscales: Effectiveness, Procedural Knowledge, and Relationship.

2. (2) Learn that there are no significant differences in the quality of supervision between sessions in individual and group formats. Compared with psychodynamic supervisors, supervisors in cognitive behaviour therapy report more procedural knowledge (i.e. what exactly to do and how to do it) in their sessions.

3. (3) Understand that supervisees evaluate sessions that included competence feedback as qualitatively better than supervisees who did not receive competence feedback.