Coping with test anxiety using imagery rescripting: A two-session randomized controlled trial.

BACKGROUND: Up to 55 % of students experience test anxiety (TA), which is characterized by intense physiological and psychological symptoms before or during exams, such as anxiety, fear of failure, sweating, or increased heart rate. Furthermore, TA increases graduation times and can result in discontinuance of the graduate program all together. Previous research demonstrated the beneficial effects of combining cognitive behavioral therapy with imagery rescripting, however, treatment programs are comparably long. Hence, they do not account for the students´ time-sensitive schedules. Therefore, the present study investigates a two-session short-intervention using imagery rescripting to treat TA. METHODS: 44 students and pupils were randomly assigned to either the two-session imagery rescripting intervention (22 participants) or the waitlist-control condition (22 participants). One week before the intervention clinical interviews were conducted and self-report questionnaires on TA, self-efficacy, symptoms of depression, and intrusive prospective images were completed (T1). The same questionnaires were completed one week (T2) and six months after the intervention (T3). RESULTS: Test anxiety significantly decreased from T1 to T2, as well as from T1 to T3 within the intervention group. Furthermore, there were medium to large within and between group effects for situational test anxiety, self-efficacy, symptoms of depression, as well as prospective intrusive images, showing significant improvements for the intervention group at six months follow-up. LIMITATIONS: The study is limited to the comparably small sample size, as well as the sole usage of self-report measurements. CONCLUSIONS: The presented short-intervention provides a feasible treatment technique, which can be easily applied within school and university counseling centers.

Mediating and Moderating Variables in the Relationship Between Emotional Demands and Teachers’ Emotional Exhaustion / [Variables mediadoras y moderadoras de la relación entre exigencias emocionales y agotamiento emocional en docentes]

Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers’ emotional exhaustion. To conduct this longitudinal research, 108 Andalusian teachers (57.3% women; mean age = 45.30, SD = 8.68) completed an online survey at three different time points. Moderated mediation analysis suggested that emotional dissonance mediated the relationship between emotional demands and emotional exhaustion, with self-efficacy acting as a moderator between the two. Teachers who perceived high emotional demands saw their levels of emotional dissonance increase, which in turn led to an increase in emotional exhaustion. In addition, self-efficacy acted as a protective factor against emotional exhaustion, buffering the negative effect of emotional dissonance. Strengthening these protective variables through interventions that increase levels of self-efficacy to cope with stress and reduce levels of emotional dissonance could help prevent teachers’ emotional exhaustion.(AU)

Los docentes tienden a sufrir un nivel elevado de agotamiento emocional, variable que se asocia con una mala salud mental y un bajo desempeño laboral. El estudio analiza cómo interactúan en la prevención del agotamiento emocional de los docentes las exigencias emocionales, la disonancia emocional y la autoeficacia para afrontar el estrés. Para llevar a cabo esta investigación de carácter longitudinal, 108 profesores andaluces (57.3% mujeres, edad media = 45.30, DT = 8.68) cumplimentaron una encuesta online en tres momentos distintos. El análisis de mediación moderada indicaba que la disonancia emocional mediaba la relación existente entre las exigencias emocionales y el agotamiento emocional, actuando como moderadora entre ambos la autoeficacia. Los profesores que percibieron exigencias emocionales elevadas vieron aumentar su grado de disonancia emocional, lo que a su vez aumentó el agotamiento emocional. Además, la autoeficacia actuó como factor protector del agotamiento emocional, amortiguando el efecto negativo de la disonancia emocional. Reforzar estas variables protectoras a través de intervenciones que aumenten el grado de autoeficacia para afrontar el estrés y reduzcan la disonancia emocional podría ayudar a prevenir el agotamiento emocional de los docentes.(AU)

How can clinicians enhance self-efficacy beliefs in osteoarthritis? An overview of systematic reviews with meta-analysis.

This overview of reviews aimed to synthesize the effectiveness of non-pharmacological approaches to enhance self-efficacy in people with osteoarthritis. The CINAHL, Embase, PsycINFO, PubMed, SPORTDiscus, and the Cochrane Library databases were searched from inception to December 2023. We considered systematic reviews with meta-analysis of randomized clinical trials evaluating any non-pharmacological intervention. We used AMSTAR 2 to assess the methodological quality of reviews. The overlap between reviews was calculated. We included eight systematic reviews with meta-analysis evaluating 30 different clinical trials. Overall, mind-body exercises, psychological interventions, and self-management strategies may improve arthritis self-efficacy. Specifically, the meta-analyses showed tai chi exercises, coping skills training, and the arthritis self-management program are more effective than controls to enhance arthritis self-efficacy in people with hip and/or knee osteoarthritis. In addition, inconsistent results were detected across meta-analyses regarding the effectiveness of multidisciplinary interventions. Finally, the degree of overlap between all reviews was moderate (CCA = 6%) and many included reviews reported most of the items of AMSTAR 2. Tai chi exercises, coping skills training, and the arthritis self-management program may be beneficial for enhancing arthritis self-efficacy. Open Science Framework Registration: https://doi.org/10.17605/OSF.IO/VX2T6 .

Structural modeling of Chinese students' academic achievement identity and basic psychological needs: do academic self-efficacy, and mindfulness play a mediating role?

BACKGROUND: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students. OBJECTIVES: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy. METHOD: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software. FINDINGS: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year. CONCLUSIONS: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.

Perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda: A mixed method study.

INTRODUCTION: Comprehensive abortion care is an emerging intervention being integrated into nursing and midwifery curricula. Yet, no studies have been conducted in Rwanda to determine whether faculty perceive themselves as capable of teaching comprehensive abortion care. This study aims to evaluate the perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda. MATERIALS AND METHODS: The University of Rwanda College of Medicine and Health Sciences Institutional Review Board approved this study (UR-CMHS-IRB No 335/CMHSIRB/2022). In quantitative, a self-administered questionnaire was administered to 98 study participants. Data were entered into Statistical Package for the Social Sciences (SPSS) version 26 and analyzed using Chi-square test with a p-value of 0.05 set as the significance level. In the qualitative part, an interview guide was developed based on quantitative data to understand comprehensive abortion care teaching fully. Data were collected from four focus group discussions with eight participants in each group, entered in Dedoose, and analyzed thematically. RESULTS: Among the 98 study participants who were invited to participate in this study, only 85 filled out the questionnaires. This translates into 86.7% of the response rate. More than half 58.8% had adequate self-efficacy in teaching comprehensive abortion care. A Chi-square test has revealed that being a male, being a midwife, and having more years of working experience in nursing education were significantly associated with self-efficacy in teaching comprehensive abortion care (p value <0.05). In the qualitative phase, 32 study participants participated in four focus group discussions and four themes were identified: a) variability in confidence levels to teach comprehensive abortion care; b) readiness about teaching comprehensive abortion care; c) facilitators of teaching comprehensive abortion care; and d) contextual challenges to teach comprehensive abortion care. CONCLUSIONS: The findings revealed that faculty's self-efficacy in teaching comprehensive abortion care was not adequate. Personal and religious beliefs and institutional barriers were also reported to hinder self-efficacy in teaching comprehensive abortion care. Therefore, intensive comprehensive abortion care training for nursing and midwifery faculty in higher learning institutions should be provided, including values clarification and attitude transformation training for attitudes and beliefs. It is also critical for higher learning institutions to develop strategies for overcoming the challenges faculty face when teaching comprehensive abortion care.

Mediating effect of psychological distress and mindful eating behaviors between orthorexia nervosa and academic self-efficacy among Lebanese university female students.

OBJECTIVES: This study examined the mediating effect of psychological distress and mindful eating behaviors between orthorexia nervosa and academic self-efficacy among Lebanese university female students. METHODS: A total of 769 female participants enrolled in this cross-sectional study (mean age 21.58 ± 3.20 years). A self-administered questionnaire was distributed among university female students. The questionnaire consisted of Mindful Eating Behaviors Scale, ORTO-R, Depression Anxiety Stress Scale, and Arabic version of Academic Self-Efficacy Scale. RESULTS: The results showed that psychological distress fully mediated the association between orthorexia nervosa and academic self-efficacy; higher orthorexia nervosa was significantly associated with less psychological distress (ß= -0.31, p =.05), with more psychological distress significantly associated with lower academic self-efficacy (ß= -0.32, p =.09). Focused eating fully mediated the association between orthorexia nervosa and academic self-efficacy; higher orthorexia nervosa was significantly associated with less focused eating (ß=-0.09, p =.04), with more focused eating significantly associated with better academic self-efficacy (ß = 1.40, p =.10). Orthorexia nervosa was not directly associated with academic self-efficacy in both models. CONCLUSION: This study shed light on important connections between orthorexia nervosa, psychological distress, mindful eating behaviors, and academic self-efficacy within the Lebanese context. The findings will have practical implications for both educational institutions and healthcare providers striving to support young female adults' overall well-being and academic success.

The effect of structured supportive approach based on Kolcaba's comfort theory applied to parents of children with cerebral palsy on child's comfort, quality of life, and parent's self-efficacy: A randomised controlled trial.

AIM: This study aims to assess how a structured supportive approach applied to the parents of children living with cerebral palsy according to how the Theory of Comfort affects the child's comfort, quality of life, and parent's self-efficacy. DESIGN: A single-blind, randomised, controlled experimental trial. METHODS: The study was conducted with parents of children with cerebral palsy aged between 8 and 16 years who presented to the rehabilitation centers between October 2021 and November 2022. The sample consisted of a total of 73 parents from the experimental (n = 35) and control (n = 38) groups. While a care programme based on the Theory of Comfort was applied to the intervention group, the practises included in the routines of the centres were applied to the control group. The researcher collected data using the Comfort Behaviours Checklist (CBCL), the Parent Form of the Quality-of-Life Scale for Children (QoLC), and the Self-Efficacy Scale. RESULTS: The children in the intervention group had significantly higher CBCL and QoLC mean scores and the parents in the intervention group had significantly higher self-efficacy mean scores of parents when compared to the control group. CONCLUSIONS: The structured supportive approach based on the Theory of Comfort enhanced children's comfort and quality of life and increased parents' self-efficacy. RELEVANCE TO CLINICAL PRACTICE: It is recommended to implement the structured supportive approach applied according to the Theory of Comfort with the parents of children with cerebral palsy in special training and rehabilitation centres. Paediatric nurses can perform preventive and rehabilitative nursing management with a holistic approach to meet the needs of children with cerebral palsy and their families.

Self-efficacy, mindfulness, and perceived social support as resources to maintain the mental health of students in Switzerland's universities of applied sciences: a cross-sectional study.

BACKGROUND: Switzerland's student population is at a particularly high risk of developing mental health disorders, creating a major challenge for Switzerland's higher education establishments. Research to date has primarily sought to identify the risk factors affecting students' mental health; however, their exposure to these factors is often unavoidable. Thus, the present study adopted a salutogenic approach focussing on the determinants of health. We examined the mental health resources available to students reported in the literature as being susceptible to helping them maintain good mental health despite their exposure to risk factors. METHODS: In February 2020, 2,415 first- and second-year bachelor's degree students in applied sciences in French-speaking Switzerland completed an online questionnaire. The variables measured were self-evaluated mental health, perceived stress and three potential health resources: students' feelings of self-efficacy, their capacity for mindfulness and their social support. The results were analysed using hierarchical linear regression models. RESULTS: When all the variables were included in the model without interaction effect, our results revealed that students' self-evaluated mental health was negatively associated with perceived stress (ß = -0.43, p < 0.001) and positively associated with the three potential health resources (self-efficacy: ß = 0.26, p < 0.001; mindfulness: ß = 0.10, p < 0.001; social support: ß = 0.17, p < 0.001). An analysis of the interaction effects also revealed that a high level of self-efficacy was associated with perceived stress being less strongly linked to mental health (ß = 0.29, p < 0.001). CONCLUSIONS: These findings suggest that self-efficacy, mindfulness, and perceived social support are valuable resources for protecting students' mental health. Thus, implementing interventions aimed at reinforcing them, could support students in applied sciences all along their academic pathway, in their classes and during their professional work experience placements.

A study on mindful agency's influence on college students' engagement with online teaching: The mediating roles of e-learning self-efficacy and self-regulation.

METHODOLOGY: A total of 379 college students from 22 classes in 3 universities in Nanjing, who received online teaching, were selected as the participants in this study. The purpose of this thesis is to explore the influence mechanism of mindful agency on their identification by using the Mindful Agency Scale for College Students, the Scale for Identification of College Students with Online Teaching, the Online Learning Self-Efficacy Scale for Adult Learners, and the Questionnaire on Online Self-Disciplined Learning for College Students, which were proven effective in previous studies. In all these studies, the coefficients of Cronbach's α are all above 85. RESULTS: The study's findings demonstrated that, in addition to directly and favorably predicting identification with online teaching, mindful agency also had an impact on identification through the mediating effects of self-efficacy in online learning and self-disciplined learning online. CONCLUSIONS: By identifying the two intermediary pathways and the orderly chain structure pathways in which mindful agency influences college students' identification with online teaching, this study contributes to the theoretical research on mindfulness in online teaching contexts, the expansion of empirical research on the impact of mindful agency on identification with online teaching, and the development of practical reference materials for improving identification with online teaching.

The importance of highlighting the role of the self in hypnotherapy and hypnosis.

The role of the patient in hypnotherapy can be underestimated by both the therapist and the patient. This is likely due to the focus the hypnosis literature has had on the role played by the hypnotist/therapist and less on the phenomenological control (control over subjective experience) applied by the patient. Whilst early approaches to hypnosis and hypnotherapy included concepts such as autosuggestion and self-hypnosis, the role of the self has been largely overlooked. Here we aim to highlight the importance of the self in hypnotherapy and hypnosis by considering the concept of self-hypnosis and how it relates to hetero-hypnosis. We will show that: 1) historically the self was an important component of the concept of hypnosis; 2) extant theories emphasise the role of the self in hypnosis; 3) self-hypnosis is largely indistinguishable from hetero-hypnosis; 4) self-hypnosis is as effective as hetero-hypnosis. We also argue that highlighting the role of the self in hypnotherapy and hypnosis could increase feelings of self-efficacy, especially given that it can be considered a skill that can be advanced and implies self-control and not "mind-control". Highlighting the role of phenomenological control by the patient could also increase the uptake of hypnotherapy as treatment for various disorders.

Construction of Fall Prevention Exercise Training Scheme for Elderly Discharged Patients Using Self-Efficacy Theory Framework.

Objective: We conducted this study to help older discharged patients recover better, reduce the risk of falls, and improve quality of life through self-efficacy intervention and the Otago exercise program. The purpose of this study was to address specific challenges in rehabilitation and quality of life in older patients. Methods: 60 elderly patients discharged from January 1 to June 10, 2022, were selected as the study subjects and randomly divided into the experimental group (n = 30) and the controls (n = 30). We studied the impact of a self-efficacy intervention combined with the Otago Exercise Program (OEP) in older discharged patients. We included patients aged 65 and above who understood the study protocol and randomly divided them into two groups: one group received a combined self-efficacy intervention and OEP, and the other group received only OEP treatment. The intervention period is 12 weeks, 3 times a week, 30-45 minutes each time. We focused on the exercise capacity, fall risk, quality of life, and well-being of patients in both groups after the intervention. The aim of the study was to determine whether this combined intervention could improve recovery and quality of life in older discharged patients. Results: Comparison of clinical data between the two groups: there were no differences in gender, age, ethnicity, education, residence, family income, complications, and chronic diseases (P > .05). Self-efficacy increased significantly between the two groups after the intervention, but there was no difference before the intervention (P > .05). The self-efficacy of the experimental group was higher than that of the control group on days 15, 30, 45, and 60 (P < .05). Berg balance scale, TUG, PSMS, IADL, ADL, and total fall risk scores were significantly improved, but there was no difference before intervention (P > .05). All indicators of the experimental group were better than those of the control group on days 15, 30, 45, and 60 (P < .05). EAQ scores were significantly improved, but there was no difference between the two groups before intervention (P > .05). The EAQ of the experimental group was higher than that of the control group on days 15, 30, 45, and 60 (P < .05). Conclusions: This study found that a self-efficacy-based intervention combined with the Otago Exercise Program (OEP) was of value to older discharged patients. This comprehensive intervention approach can improve patients' self-efficacy, balance, walking speed, daily functioning, reduce fall risk, and improve quality of life. For healthcare providers and institutions, this means that this approach could be considered to improve the care of older discharged patients. By enhancing patients' self-efficacy and physical function, it can promote better recovery and independent living, reduce the risk of readmissions, and thus reduce the burden on the healthcare system. This study provides important practical guidance for improving the recovery and quality of life of older discharged patients.

Caregiver Resilience and Dance/Movement Therapy: A Theoretical Review and Conceptual Model.

With the population aging, more people are living with neurodegenerative conditions, leading to an influx of informal family caregivers, who often experience negative health outcomes. Few caregiver interventions have successfully adopted a holistic, strengths-based approach to fostering resilience. This article examines existing literature on caregiver resilience factors, which include self-efficacy, flexibility, cultivating positive emotions, and drawing on spiritual and social supports. Despite how dance/movement therapy (DMT) has been shown to foster psychological and physiological benefits, it remains underexplored for caregivers. Therapeutic mechanisms of DMT are expounded for their innate correspondence to resilience factors, and a new comprehensive model of DMT for caregiver resilience is presented, with implications for future intervention design and measurement.

Pain and quality of life in persons with spinal cord injury: Mediating effects of mindfulness, self-efficacy, social support, and functional independence.

OBJECTIVE: To identify mediating roles of mindfulness, self-efficacy, social support, and functional independence in the relationship between pain and quality of life (QOL) in persons with spinal cord injury (SCI). METHODS: A cross-sectional descriptive study was conducted using a sample of 272 persons with SCI living in the United States. The participants completed self-report standardized questionnaires on a Qualtrics survey. A parallel mediation analysis adjusting for covariates was performed to test the hypotheses. RESULTS: Findings showed significant direct effects of pain on functional independence, self-efficacy, mindfulness, and social support. Self-efficacy, mindfulness, and social support had significant direct effects on QOL. In the mediation analysis, mindfulness, self-efficacy, and social support significantly mediated the relationship between pain and QOL, controlling for other variables in the model. CONCLUSIONS: This study adds to the extant literature by providing evidence that mindfulness, self-efficacy, and social support not only directly contribute to QOL but are likely to mitigate the negative effect of pain on QOL in persons with SCI. Identifying these potential factors that can assuage the adverse effects of pain on QOL is a first step toward active intervention to facilitate the adjustment of persons with SCI.

Preparing for practice, the effects of repeated immersive simulation on the knowledge and self-efficacy of undergraduate nursing students: A mixed methods study.

AIM: The aim of this study was to compare the effects of two immersive simulation-based education instructional designs, immersive simulation with team deliberate practice and immersive repeated standard simulation, when delivered over the same time on the knowledge and self-efficacy of nursing students. BACKGROUND: Implementing immersive simulation-based education is not without its resource challenges, making it prohibitive for simulation educators to include it in their curricula. Subsequently, there is a need to identify instructional designs that meet these challenges. DESIGN: A two-stage mixed methods approach was used to compare the two instructional designs. METHODS: In stage one, data were collected using questionnaires and differences estimated using analysis of covariance. In stage two, data were collected from two focus groups and analysed using a qualitative content analysis approach. Data were collected as part of a doctoral study completed in 2019 and was analysed for this study between 2022 and 2023. The justification for this study was that the identification of effective designs for immersive simulation remains a key research priority following the increase in allowable simulation hours by the Nursing and Midwifery Council. RESULTS: In stage one, there was no statistical significance in the participant's knowledge or self-efficacy between the models. In stage two, four themes were identified: vulnerability, development of knowledge, development of self-efficacy and preparation for placement. In contrast to stage one, participants reported that the repeated nature of both designs reinforced their knowledge base increased their self-efficacy, reduced their anxiety levels, and helped them to prepare for placement. CONCLUSION: The results inferred that both designs had a positive impact on the participants. Overall, participants reported that it helped them prepare for placements. Based on the findings, wherever possible, repeated immersive simulation-based education designs should be used and not a standalone immersive simulation-based education scenarios. If resources allow, this could be either a repeated scenario, or if there are resource constraints to use, over the same time, immersive simulation with team deliberate practice, or a similar model. Thus, giving a potential return on investment, one that supports simulation educators making those sensitive decisions regarding the inclusion of immersive simulation with team deliberate practice in their curriculum. Further research is needed into this area to ascertain the design features that maximise this impact and support a move away from standalone scenarios to an approach that uses repetitive immersive simulation.

Spiritual care competency and its relationship with clinical self-efficacy in nursing students.

BACKGROUND: Spiritual care occupies a special place in holistic care and improving the quality of services provided to patients. The component of clinical self-efficacy is recognized as a prerequisite for clinical capacity and competency. The current study determined the level of spiritual care competency and its relationship with clinical self-efficacy in nursing students. METHODS: This cross-sectional study was conducted on 194 nursing students studying in medical sciences universities in Yazd, Iran, who were selected by convenient sampling. Data collection tools were a spiritual care competency scale and nursing students' clinical self-efficacy questionnaire. The gleaned data were analyzed by SPSS20 using descriptive and inferential statistics. RESULTS: The mean scores of spiritual care competency and clinical self-efficacy of students were 70.29 ± 9.58 and 102.40 ± 21.57, respectively. The results of Pearson's correlation coefficient test showed that clinical self-efficacy had a positive significant correlation with spiritual care competency (p = 0.04, r = 0.14). The mean score of spiritual care competency was higher in female students (71.10 ± 9.81) than male students (67.50 ± 8.23) with a statistically significant difference (p < 0.05). The regression test results suggested that clinical self-efficacy can be considered as a predictor of spiritual care competency. CONCLUSION: The results revealed that spiritual care competency in nursing students was at an average level, and the higher the level of clinical self-efficacy is, the more developed the spiritual care competency will be. Thus, nursing educators and health system managers should pay special attention to improving the clinical self-efficacy of nursing students to develop their spiritual care competency.

Perceived self-efficacy and willingness to teach family planning among nursing and midwifery faculty in higher learning institutions in Rwanda.

BACKGROUND: Promoting family planning (FP) is a key strategy for health, economic and population growth, and achieving sustainable development goals (SDGs) especially SDG 3, which promotes health and well-being for all. The quality of FP services depends on the training of competent nursing and midwifery graduates before entering the workforce. In order to ensure graduates are well-trained and capable of meeting the needs of the population, their teachers need to demonstrate high self-efficacy and willingness to teach FP. However, there is a lack of research on the capacity and willingness of nursing and midwifery faculty to teach FP at higher learning institutions (HLIs) in Rwanda. The objective is to investigate and articulate the perceived self-efficacy and willingness of the nursing and midwifery faculty to instruct HLIs students on FP. RESEARCH DESIGN/METHODOLOGY: We conducted a mixed methods study using a sequential explanatory design among almost all the HLIs (n = 6, 1 institution declined) that train nurses and midwives in Rwanda. One hundred thirty-six nursing and midwifery faculty who were actively teaching FP either in class, simulation lab, or clinical practice were invited to participate in a self-administered questionnaire and four qualitative focused group discussions. Participants answered questions ranking their self-efficacy in four domains from 0 - not confident to 3 - completely confident. Scores were calculated for each domain. A semi-structured interview guide was developed based on quantitative survey findings to gain a deep understanding of the ability and willingness to teach FP. Data were analyzed using thematic analysis. Ethical approval was obtained from the University of Rwanda, College of Medicine and Health Sciences Institutional Review Board. RESULTS: A total number of 89 nursing and midwifery faculty participated in the study and only 85 completed the questionnaires fully, yielding a response rate of 95.5%. The mean age was 40.39 and there were more females (62.4%) compared to their male counterparts (37.6%). Respondents scored highest for perceived self-efficacy in course preparation (mean = 2.37), evaluation and examination (mean = 2.12) and instructor behavior and delivery (mean = 2.35). However, the score was low for clinical practices (mean = 1.79). There was a significant correlation among the four items of self-efficacy (p < 0.05). Being a female, a midwife, and having more years of experience in nursing education were each significantly associated with perceived self-efficacy to teach FP (p < 0.05). In the qualitative phase, 32 study participants participated in four focus group discussions. Four themes were identified: (a) educational background as a determinant of confidence to teach FP; (b) willingness to teach FP; (c) enabling factors of teaching FP; and (d) structural challenges. CONCLUSION: Nursing and midwifery faculty reported inadequate self-confidence in teaching FP in clinical practice. Addressing personal and structural challenges in teaching FP should be a top priority. This requires a collective effort between nursing and midwifery faculty and HLIs to dismantle individual and systemic barriers that hinder self-efficacy and willingness to teach FP. There is a need for HLIs and different stakeholders to invest in training the nursing and midwifery faculty on FP practical skills to have a nursing and midwifery workforce providing up-to-date clinical FP services that will help Rwanda reach the SDGs.

Equine-assisted therapy effectiveness in improving emotion regulation, self-efficacy, and perceived self-esteem of patients suffering from substance use disorders.

Substance Use Disorders (SUD) is a universal overwhelming public health problem and is associated with other psychological and mental health ailments such as emotion regulation, perceived self-esteem, and self-efficacy problems. Complementary and alternative medicine may be beneficial. The aim of this study was to assess the effectiveness of equine-assisted therapy in improving emotion regulation, self-efficacy, and perceived self-esteem among patients suffering from substance use disorders. It was carried out using a randomized controlled trial design at Behman hospital, Cairo, Egypt. It included 100 patients suffering from SUD attending the setting, equally randomized into an intervention group to receive the equine assisted therapy and a control group to receive the regular care. Data were collected using a self-administered questionnaire with standardized tools for assessment of emotion regulation, General Self-Efficacy (GSE), and perceived self-esteem. The intervention group received weekly equine-assisted therapy sessions over 6 weeks in addition to their standard regular therapy. Patients in both groups had similar demographic and SUD characteristics, as well as baseline scores of reappraisals, suppression, GSE and perceived self-esteem. At post-intervention, the intervention group had significant improvements in all these scores in comparison with the control group, as well as their baseline. The multivariate analysis identified the study intervention as a significant positive predictor of the reappraisal and GSE scores, and a negative predictor of the suppression and perceived self-esteem negative score. In conclusion, equine assisted-therapy as a complementary treatment in patients suffering from SUD is effective in improving their emotion regulation, self-efficacy, and perceived self-esteem. A wider use of this approach is recommended in SUD patients along with provision of needed facilities and resources, and training nurses in its administration. Further research is proposed to assess its long-term effectiveness. The clinical trial was registered in the "Clinical Trials.gov Protocol Registration and Results System (PRS);" registration number is (05632185/2022) and the full date of first registration is 10/11/2022.

Results from a Nationwide Evaluation Study of Labor Market-Integrative Health Promotion for the Unemployed: Impact of the JOBS Program Germany.

Compared to the employed, the unemployed suffer from poorer health, especially in terms of mental health. At the same time, health promotion rarely reaches unemployed people. The "JOBS Program" is an intervention to promote health and labor market integration and has shown positive effects in the USA and Finland. In this confirmatory study, we investigated whether the JOBS Program achieves similar effects in Germany. We applied a randomized controlled trial to compare an intervention group (IVG) with a waiting control group (WCG) before (T0; N = 94) and shortly after (T1; n = 65) the intervention. Concerning our primary outcomes, the JOBS Program Germany was beneficial: Compared to the WCG, the regression estimated that the IVG had (1) a 2.736 scale point higher level of life satisfaction (p = 0.049), (2) a 0.337 scale point higher level of general health (p = 0.025), and (3) a 14.524 scale point higher level of mental well-being (p = 0.004). Although not statistically significant, job search-specific self-efficacy also appeared to be positively associated with the intervention. This study provides evidence of the effectiveness of JOBS Program on the abovementioned outcomes, including for older and long-term unemployed people, supporting the benefits of regular implementation of this program for a wide range of unemployed people in Germany.

Investigation of the relationships between mindfulness, emotional eating, weight control self-efficacy, and obesity in adolescents.

PURPOSE: This research was conducted to examine the relationships between mindfulness, emotional eating, weight control self-efficacy, and obesity in adolescents. DESIGN AND METHODS: The research was conducted with 198 adolescents aged 13-18 years in three high schools in the central county of a province in Türkiye. Data were collected using a sociodemographic information form, the Mindful Attention Awareness Scale-Adolescents, the Emotional Eating Scale for Children and Adolescents, and the Weight-Efficacy Lifestyle Questionnaire for Adolescents-Short Form. In this study, adolescents' height and weight were measured to determine the effects of the study variables on their body mass indexes (BMIs). RESULTS: The variables were analyzed according to BMI. The mean age of the adolescents participating in the research was 15.25 ± 1.01 years; 52% were female, and 85% were ninth-grade high school students. Their mean height was 170.33 ± 8.59 cm, and their mean weight was 62.24 ± 12.84 kg. The adolescents' BMI was found to have a low-level, significant negative correlation with their mindfulness, a low-level, significant positive correlation with their emotional eating, and a low-level significant negative correlation with their weight control self-efficacy. Adolescents' mindfulness, emotional eating, and weight control self-efficacy scores significantly predicted their BMI and explained 14.1% of the variance in their BMI levels. CONCLUSIONS: Mindfulness, emotional eating, and weight control self-efficacy in adolescents have a facilitating effect on the management of obesity. IMPLICATIONS TO PRACTICE: Multidimensional programs should be developed that take into account the interaction of parents, children, and the environment, which will pave the way for the development of healthy nutrition behaviors and contribute to the prevention of obesity.

The relationship between coping self-efficacy and B cells in breast cancer patients.

BACKGROUND: Breast cancer is the most common tumor among women throughout the world. Diagnosis and treatment of breast cancer are associated with stress and depression. Self-efficacy is one of the most important personal characteristics, studied in cancer, and is correlated with depression and immunity. The aim of the study is as follows: 1. Examining the correlation between coping self-efficacy with depression, DHEA levels, and immunity 2. Examining the correlation between depression and DHEA levels 3. Studying the effect of depression and DHEA levels on immunity 4. Examining the intermediate effect of DHEA levels on the correlation between coping self-efficacy and immunity METHODS: Thirty newly diagnosed breast cancer patients recruited from the Oncology Department, Kasr EL-Aini, Cairo University (ages 51.40 + 8.24 years) responded to two questionnaires: Coping Self-Efficacy Scale (CSES) and Patient Health Questionnaire-9 (PHQ-9); blood samples were collected to measure the phenotype of patients' cellular immunity and DHEA levels by flowcytometry and ELISA technique. RESULTS: There was a significant negative correlation between CSES and PHQ-9, a significant positive correlation between PHQ-9 and B-cell count, and there is a significant negative correlation between CSES and B-cell count. The presence of DHEA has no mediatory role on correlation between CSES and B-cell count. CONCLUSION: This paper presents a new model of psychoneuroimmunology by suggesting an effect of coping self-efficacy on immunity against breast cancer patients.