Healthcare workers' perceptions on collaborative capacity at a Referral Hospital in Malawi.

BACKGROUND: Lack of collaborative capacity results in provision of fragmented health services that do not meet the needs of patients. Collaborative capacity refers to the extent to which providers have influence over other healthcare workers' decision-making, and can be assessed by measuring perceptions of task interdependence, quality of interaction and collaborative influence. However, each healthcare worker may present differing perceptions that can influence their ability to collaborate effectively during provision of care. No studies that specifically assessed healthcare workers' perception of collaborative capacity in Malawi were identified. AIM: To assess the perceptions of healthcare workers regarding collaborative capacity in Malawi. SETTING: The study was conducted at a tertiary public hospital in Blantyre city, Malawi. METHODS: The study employed a quantitative cross-sectional correlational design. The instrument used was a Care Coordination survey that had been used previously in similar studies in the United States of America. Descriptive statistics as well as univariate and multivariate analysis were computed using Statistical Package for Social Science (SPSS) program version 21.0 (IBM, Armonk, NY, USA). RESULTS: A total of 384 healthcare workers participated in the study, with a response rate of 100%. There were differences in perceptions of collaborative capacity based on the cadre of the respondent (p < 0.005). Medical staff reported higher mean scores on quality of interaction (2.94) and collaborative influence (2.65), whereas technical support staff reported the lowest mean scores across all three measures of collaborative capacity (≤ 2.4). CONCLUSION: Differences in perceptions about collaborative capacity suggest the need for interventions to enhance interprofessional collaboration. CONTRIBUTION: The study will inform strategies to promote interprofessional collaboration.

Faculty knowledge and skills needs in interprofessional education among faculty at the College of Medicine and Kamuzu College of Nursing, University of Malawi.

Background: Undergraduate health professionals' education in Malawi is mostly provided through a uniprofessional approach, even though the World Health Organization (WHO) recommends interprofessional education (IPE) in order to prepare health workers for collaborative practice. Because IPE is not widely practiced in Malawi, faculty may not have the knowledge and skills required for successful IPE implementation. Aim: To explore perceived needs for knowledge and skills related to IPE among faculty in undergraduate health professional programs at the University of Malawi - Kamuzu College of Nursing (KCN) and College of Medicine (COM). Design: A qualitative exploratory descriptive study capturing the perspectives of purposively selected participants was conducted at the University of Malawi KCN and COM. Data were collected through in-depth interviews (n = 16) and focus group interviews (n=20). Data analysis was done using qualitative content analysis. Findings: Faculty perceived the need for being knowledgeable in IPE and understanding its benefits. The need for training in IPE was perceived as key to increasing faculty members' confidence for IPE. Faculty also perceived the need for enhanced skills in interpersonal relationships, communication, and facilitation of learning, conflict resolution, and clinical teaching in order to successfully implement IPE. Conclusion: Faculty perceived the need to be knowledgeable about IPE, its benefits and the need for enhanced skills related to IPE. The need for formal training in IPE was perceived key for successful implementation of IPE. These findings provide information which can help to identify faculty training needs for IPE and to design faculty training activities.

Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study.

AIMS: To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. DESIGN: A three-round modified Delphi study using a mixed methods research approach. METHODS: In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018. RESULTS: A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. CONCLUSION AND IMPACT: The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.

Nursing and midwifery advocacy to lead the United Nations Sustainable Development Agenda.

The United Nations 2030 Agenda for Sustainable Development was implemented on January 1, 2016 and is composed of 17 Sustainable Development Goals (SDGs) and further delineated by 169 targets. This article offers background information on the 2030 Agenda as it relates to nursing and midwifery, professional organizational initiatives currently advancing the SDGs, the ethos of global citizenship, the urgency to respond to dwindling planetary health, the salience of nursing and midwifery advocacy in SDG attainment, and the myriad opportunities for nurses to lead and collaborate toward realizing these Global Goals. A US-based perspective is employed to underscore the Agenda's relevance to the US nursing workforce and healthcare system. The SDGs, with their holistic bio-psycho-social-environmental approach to health, present enormous opportunities for nurses and midwives. The SDG framework is naturally aligned with the foundational philosophy and purpose of our professions.

The situation of nursing education in Latin America and the Caribbean towards universal health.

OBJECTIVE:: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. METHOD:: quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. RESULTS:: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. CONCLUSION:: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care. OBJETIVO:: avaliar a situação da educação em enfermagem e analisar o quanto os programas de educação em enfermagem, no nível de Bacharelado na América Latina e no Caribe, estão preparando graduados a contribuir para o alcance da Saúde Universal. MÉTODO:: estudo quantitativo, descritivo/exploratório, transversal, realizado em 25 países. RESULTADOS:: um total de 246 escolas de enfermagem participaram do estudo. O corpo docente com nível de Doutorado totalizou 31,3%; sem o Brasil o número fica reduzido a 8,3%. A razão entre experiências clínicas nos serviços de atenção primária à saúde e nos serviços hospitalares foi de 0,63, indicando que os estudantes têm mais experiências clínicas nos cenários hospitalares. Os resultados sugeriram necessidade de aprimoramento relacionada ao acesso à Internet; tecnologia da informação; acesso para portadores de deficiências; avaliação do programa, do corpo docente e dos estudantes; e aos métodos de ensino/aprendizagem. CONCLUSÃO:: há heterogeneidade na educação em enfermagem na América Latina e no Caribe. Os currículos de enfermagem incluem, geralmente, os princípios e valores da Saúde Universal e da atenção primária à saúde, bem como aqueles princípios subjacentes às modalidades de educação transformativa, como o desenvolvimento de pensamento crítico e complexo, a solução de problemas, a tomada de decisão clínica baseada em evidências, e aprendizagem contínua. No entanto, é preciso promover uma mudança de paradigma na educação em enfermagem que inclua mais treinamento na atenção primária à saúde. OBJETIVO:: evaluar la situación de la educación en enfermería y analizar en qué grado los programas de educación de enfermería a nivel de grado en América Latina y el Caribe están preparando a los graduados para contribuir al logro de la Salud Universal. MÉTODO:: se llevó a cabo un estudio transversal, cuantitativo, descriptivo y exploratorio en 25 países. RESULTADOS:: participaron en el estudio 246 escuelas de enfermería. El porcentaje de profesores con títulos de doctorado fue de 31,3%; pero, si se excluye a Brasil esta cifra se reduce a 8,3%. La proporción de la experiencia clínica adquirida en los servicios de atención primaria de salud en relación con la adquirida en servicios hospitalarios fue de 0,63, lo que indica que los estudiantes adquieren la mayor parte de su experiencia clínica en entornos hospitalarios. Los resultados mostraron una necesidad de mejorar el acceso a internet; la tecnología de la información; la accesibilidad para las personas discapacitadas; la evaluación de los programas, de los profesores y de los estudiantes; y los métodos de enseñanza y aprendizaje. CONCLUSIONES:: hay heterogeneidad en la educación en enfermería en América Latina y el Caribe. En general, los programas de estudios de enfermería han adoptado los principios y los valores de la Salud Universal y la atención primaria de salud, así como los principios que sustentan las modalidades de educación transformadora, como son el desarrollo del pensamiento crítico y complejo, la solución de problemas, la toma de decisiones clínicas basadas en la evidencia y el aprendizaje a lo largo de toda la vida. Sin embargo, hay necesidad de promover un cambio en el paradigma de la educación en enfermería, a fin de que abarque más capacitación en la atención primaria de salud.

The situation of nursing education in Latin America and the Caribbean towards universal health / A Situação da Educação em Enfermagem na América Latina e no Caribe Rumo à Saúde Universal / La situación de la educación en enfermería en América Latina y el Caribe hacia el logro de la salud universal

Objective: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. Conclusion: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care.

Objetivo: avaliar a situação da educação em enfermagem e analisar o quanto os programas de educação em enfermagem, no nível de Bacharelado na América Latina e no Caribe, estão preparando graduados a contribuir para o alcance da Saúde Universal. Método: estudo quantitativo, descritivo/exploratório, transversal, realizado em 25 países. Resultados: um total de 246 escolas de enfermagem participaram do estudo. O corpo docente com nível de Doutorado totalizou 31,3%; sem o Brasil o número fica reduzido a 8,3%. A razão entre experiências clínicas nos serviços de atenção primária à saúde e nos serviços hospitalares foi de 0,63, indicando que os estudantes têm mais experiências clínicas nos cenários hospitalares. Os resultados sugeriram necessidade de aprimoramento relacionada ao acesso à Internet; tecnologia da informação; acesso para portadores de deficiências; avaliação do programa, do corpo docente e dos estudantes; e aos métodos de ensino/aprendizagem. Conclusão: há heterogeneidade na educação em enfermagem na América Latina e no Caribe. Os currículos de enfermagem incluem, geralmente, os princípios e valores da Saúde Universal e da atenção primária à saúde, bem como aqueles princípios subjacentes às modalidades de educação transformativa, como o desenvolvimento de pensamento crítico e complexo, a solução de problemas, a tomada de decisão clínica baseada em evidências, e aprendizagem contínua. No entanto, é preciso promover uma mudança de paradigma na educação em enfermagem que inclua mais treinamento na atenção primária à saúde.

Objetivo: evaluar la situación de la educación en enfermería y analizar en qué grado los programas de educación de enfermería a nivel de grado en América Latina y el Caribe están preparando a los graduados para contribuir al logro de la Salud Universal. Método: se llevó a cabo un estudio transversal, cuantitativo, descriptivo y exploratorio en 25 países. Resultados: participaron en el estudio 246 escuelas de enfermería. El porcentaje de profesores con títulos de doctorado fue de 31,3%; pero, si se excluye a Brasil esta cifra se reduce a 8,3%. La proporción de la experiencia clínica adquirida en los servicios de atención primaria de salud en relación con la adquirida en servicios hospitalarios fue de 0,63, lo que indica que los estudiantes adquieren la mayor parte de su experiencia clínica en entornos hospitalarios. Los resultados mostraron una necesidad de mejorar el acceso a internet; la tecnología de la información; la accesibilidad para las personas discapacitadas; la evaluación de los programas, de los profesores y de los estudiantes; y los métodos de enseñanza y aprendizaje. Conclusiones: hay heterogeneidad en la educación en enfermería en América Latina y el Caribe. En general, los programas de estudios de enfermería han adoptado los principios y los valores de la Salud Universal y la atención primaria de salud, así como los principios que sustentan las modalidades de educación transformadora, como son el desarrollo del pensamiento crítico y complejo, la solución de problemas, la toma de decisiones clínicas basadas en la evidencia y el aprendizaje a lo largo de toda la vida. Sin embargo, hay necesidad de promover un cambio en el paradigma de la educación en enfermería, a fin de que abarque más capacitación en la atención primaria de salud.

Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas.

OBJECTIVE: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. METHOD: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. RESULTS: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. CONCLUSION: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development.

'Global health' and 'global nursing': proposed definitions from The Global Advisory Panel on the Future of Nursing.

AIMS: To propose definitions of global health and global nursing that reflect the new paradigm that integrates domestic and international health. BACKGROUND: Increased globalization has led to expanded awareness of the importance of global health and global nursing among students and faculty in the health professions and among policymakers and practitioners. DESIGN: Discussion paper that includes a discussion and review of the literature related to global health and global nursing. DATA SOURCES: A task force searched for and reviewed articles published in English, Spanish or Portuguese between 2005-2015, developed summaries, listed key elements, identified prevalent themes and developed consensus definitions. IMPLICATIONS FOR NURSING: The definitions will be used by the Global Advisory Panel on the Future of Nursing to guide promoting a voice and vision for nursing that will contribute to the advancement of the profession's contribution to global health. CONCLUSIONS: Definitions of global health and global nursing were developed based on main themes and concepts identified in the literature review to guide contributions of nursing to global health.

Perspectives of nursing faculty in Africa on global health nursing competencies.

BACKGROUND: It is important to define global health competencies for health professionals. To date, we know little about perspectives of nurses in Africa where environments are particularly challenging. PURPOSE: The purpose was to describe perceptions of nursing faculty in Africa about global health competencies and compare those to faculty from the Americas. METHODS: A 32-item online survey with a convenience sample of nursing faculty. RESULTS: Data from 63 nurses in 21 African countries and 618 in the Americas were analyzed. Competencies related to Social and Environmental Determinants of Health were awarded relatively higher scores. Competencies related to globalization of health and health care were ranked relatively lower. This was similar across regions. DISCUSSION: Nursing education should address the social implications for health. CONCLUSION: Participants in all three regions considered Social and Environmental Determinants of Health as a priority. These data help set educational priorities in a setting where educational and training resources are limited.

Process for Mapping Global Health Competencies in Undergraduate and Graduate Nursing Curricula.

Determining the extent to which existing nursing curricula prepare students to address global health issues is a critical step toward ensuring competence to practice in an increasingly globalized world. This article describes the process used by nursing faculty at a public university in the southern United States to assess the extent to which global health competencies for nurses were being addressed across nursing programs. Steps used and lessons learned throughout this process are discussed.

Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas / Descrição Qualitativa das Competências em Saúde Global por Docentes de Enfermagem na África e nas Américas / Descripción Cualitativa de las Competencias de Salud Global por Docentes de Enfermería en África y las Américas

Abstract Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development.

Resumo Objetivo: analisar os dados qualitativos obtidos em quatro surveys realizados com docentes de enfermagem que avaliaram a importância de 30 competências em saúde global para cursos de graduação em enfermagem. Métodos: pesquisa qualitativa-descritiva com 591 indivíduos que responderam ao survey em inglês (49 da África e 542 das Américas), 163 que responderam ao survey em espanhol (todos da América Latina), e 222 docentes brasileiros que responderam ao survey em português. Os comentários qualitativos foram registrados ao final dos surveys por 175 respondentes na língua inglesa, 75 na espanhola e 70 na portuguesa. A análise dos dados foi dirigida por uma descrição qualitativa e desenvolvido por um comitê. Resultados: a análise revelou dez novas categorias de competências em saúde global. Os docentes também se mostraram preocupados com a forma e o momento de integrar essas competências nos currículos de enfermagem. Conclusão: as categorias adicionais devem ser consideradas para inclusão nas competências em saúde global identificadas anteriormente. Essas, além das orientações para fins de integração nos currículos existentes, podem ser usadas para direcionar o refinamento da lista original de competências em saúde global. São necessárias outras investigações em busca de consenso sobre essas competências para formulação de recomendações e padrões que orientem o desenvolvimento dos currículos de enfermagem.

Resumen Objetivo: analizar los comentarios cualitativos de cuatro encuestas entre docentes de enfermería, a los que se solicitò evaluar la importancia de 30 competencias de salud global para cursos de pregrado en enfermería. Métodos: investigación cualitativa-descriptiva con 591 individuos que contestaron la encuesta en inglés (49 de África y 542 de las Américas), 163 que contestaron la encuesta en español (todos de América Latina), y 222 docentes brasileños que contestaron la encuesta en portugués. Los comentarios cualitativos fueron registrados al final de las encuestas por 175 respondientes en inglés, 75 en español y 70 en portugués. El análisis de los datos consistió en una descripción cualitativa y aproximación a través de un comité. Resultados: el análisis reveló diez nuevas categorías de competencias de salud global. Los docentes también se mostraron preocupados con la forma y el momento de integrar esas competencias en los currículos de enfermería. Conclusión: las categorías adicionales deben ser consideradas para inclusión en las competencias de salud global identificadas anteriormente. Esas, además de las orientaciones para integración en los currículos existentes, pueden ser usadas para dirigir la lista original de competencias en salud global. Son necesarias otras investigaciones en búsqueda de consenso sobre estas competencias y para desarrollar recomendaciones y normas que guíen los currículos de enfermería.

A Path Analysis of Latino Parental, Teenager and Cultural Variables in Teenagers' Sexual Attitudes, Norms, Self-Efficacy, and Sexual Intentions.

OBJECTIVE: to test a theoretical model based on the Parent-Based Expansion of the Theory of Planned Behavior examining relation between selected parental, teenager and cultural variables and Latino teenagers' intentions to engage in sexual behavior. METHOD: a cross-sectional correlational design based on a secondary data analysis of 130 Latino parent and teenager dyads. RESULTS: regression and path analysis procedures were used to test seven hypotheses and the results demonstrated partial support for the model. Parent familism and knowledge about sex were significantly associated with parents' attitudes toward sexual communication with their teenagers. Parent Latino acculturation was negatively associated with parents' self-efficacy toward sexual communication with their teenagers and positevely associated with parents' subjective norms toward sexual communication with their teenagers. Teenager knowledge about sex was significantly associated with higher levels of teenagers' attitudes and subjective norms about sexual communication with parents. Only the predictor of teenagers' attitudes toward having sex in the next 3 months was significantly associated with teenagers' intentions to have sex in the next 3 months. CONCLUSION: the results of this study provide important information to guide future research that can inform development of interventions to prevent risky teenager sexual behavior among Latinos.

Research nurse manager perceptions about research activities performed by non-nurse clinical research coordinators.

OBJECTIVES: There has been limited research to document differences in roles between nurses and non-nurses who assume clinical research coordination and management roles. Several authors have suggested that there is no acknowledged guidance for the licensure requirements for research study coordinators and that some non-nurse research coordinators may be assuming roles that are outside of their legal scopes of practice. There is a need for further research on issues related to the delegation of clinical research activities to non-nurses. METHODS: This study used nominal group process focus groups to identify perceptions of experienced research nurse managers at an academic health science center in the Southern United States about the clinical research activities that are being performed by non-nurse clinical research coordinators without supervision that they believed should only be performed by a nurse or under the supervision of a nurse. RESULTS: A total of 13 research nurse managers volunteered to be contacted about the study. Of those, 8 participated in two separate nominal group process focus group sessions. The group members initially identified 22 activities that they felt should only be performed by a nurse or under the direct supervision of a nurse. CONCLUSIONS: After discussion and clarification of results, activities were combined into 12 categories of clinical research activities that participants believed should only be performed by a nurse or under the direct supervision of a nurse.

Identifying interprofessional global health competencies for 21st-century health professionals.

BACKGROUND: At the 2008 inaugural meeting of the Consortium of Universities for Global Health (CUGH), participants discussed the rapid expansion of global health programs and the lack of standardized competencies and curricula to guide these programs. In 2013, CUGH appointed a Global Health Competency Subcommittee and charged this subcommittee with identifying broad global health core competencies applicable across disciplines. OBJECTIVES: The purpose of this paper is to describe the Subcommittee's work and proposed list of interprofessional global health competencies. METHODS: After agreeing on a definition of global health to guide the Subcommittee's work, members conducted an extensive literature review to identify existing competencies in all fields relevant to global health. Subcommittee members initially identified 82 competencies in 12 separate domains, and proposed four different competency levels. The proposed competencies and domains were discussed during multiple conference calls, and subcommittee members voted to determine the final competencies to be included in two of the four proposed competency levels (global citizen and basic operational level - program oriented). FINDINGS: The final proposed list included a total of 13 competencies across 8 domains for the Global Citizen Level and 39 competencies across 11 domains for the Basic Operational Program-Oriented Level. CONCLUSIONS: There is a need for continued debate and dialog to validate the proposed set of competencies, and a need for further research to identify best strategies for incorporating these competencies into global health educational programs. Future research should focus on implementation and evaluation of these competencies across a range of educational programs, and further delineating the competencies needed across all four proposed competency levels.

A Path Analysis of Latino Parental, Teenager and Cultural Variables in Teenagers' Sexual Attitudes, Norms, Self-Efficacy, and Sexual Intentions / Análise da trajetória dos pais latinos, variáveis culturais nas atitudes sexuais dos adolescentes, normas, auto-eficácia, e intenções sexuais / Análisis de ruta de padres latinos, adolescente y variables culturales en actitudes sexuales de los adolescentes, normas, autoeficacia e intenciones sexuales

to test a theoretical model based on the Parent-Based Expansion of the Theory of Planned Behavior examining relation between selected parental, teenager and cultural variables and Latino teenagers' intentions to engage in sexual behavior.

testar um modelo teórico com base na Expansão Parental da Teoria do Comportamento Planejado, examinando a relação entre pais selecionados, adolescentes e variáveis culturais e as intenções dos jovens latinos ao se envolverem com comportamento sexual.

poner a prueba un modelo teórico basado en " Parent-Based Expansion " y con base en la teoría del comportamiento planificado para examinar la relación entre los padres seleccionados, adolescente y variables culturales, como también en las intenciones de los adolescentes latinos a participar en el comportamiento sexual.

Global health competencies according to nursing faculty from Brazilian higher education institutions / Competências em saúde global na visão de docentes de enfermagem de instituições de ensino superior brasileiras / Competencias en salud global en la visión de docentes de enfermería de Instituciones de educación superior brasileñas

OBJECTIVES: to identify the agreement of faculty affiliated with Brazilian higher education institutions about the global health competencies needed for undergraduate nursing students' education and whether these competencies were covered in the curriculum offered at the institution where they were teaching. METHOD: exploratory-descriptive study, involving 222 faculty members who answered the Brazilian version of the "Questionnaire on Core Competencies in Global Health", made available electronically on the website Survey Monkey. RESULTS: participants predominantly held a Ph.D. (75.8%), were women (91.9%) and were between 40 and 59 years of age (69.3%). The mean and standard deviation of all competencies questioned ranged between 3.04 (0.61) and 3.88 (0.32), with scores for each competency ranging from 1 "strongly disagree" to 4 "strongly agree". The results demonstrated the respondents' satisfactory level of agreement with the global health competencies. CONCLUSIONS: the study demonstrated a high mean agreement level of the nursing faculty from Brazilian HEI with the global health competencies in the questionnaire. The curricula of the HEI where they teach partially address some of these. The competencies in the domain "Globalization of health and health care" are the least addressed. .

OBJETIVOS: identificar a concordância de docentes vinculados a instituições de ensino superior brasileiras, quanto às competências em saúde global, necessárias para a formação do aluno de enfermagem, durante o curso de graduação, e se as competências eram contempladas no currículo atual da instituição em que atuavam. MÉTODO: estudo exploratório-descritivo, realizado com 222 docentes que responderam a versão brasileira do "Questionário sobre Competências Básicas Essenciais de Saúde Global", disponibilizado em formato eletrônico no website Survey Monkey. RESULTADOS: houve predomínio de doutores (75,8%), sexo feminino (91,9%) e faixa etária entre 40 e 59 anos (69,3%). A média e o desvio-padrão de todas as competências questionadas variaram de 3,04 (0,61) a 3,88 (0,32), sendo que a pontuação atribuída para cada competência foi de 1 "discordo totalmente" a 4 "concordo totalmente". Os resultados demonstraram nível de concordância satisfatório dos respondentes em relação às competências de saúde global. CONCLUSÕES: o estudo demonstrou alta média de concordância dos enfermeiros docentes de instituições de ensino superior brasileiras, quanto às competências em saúde global do questionário, e, também, que os currículos das instituições de ensino superior em que atuavam comtemplavam parcialmente algumas delas, sendo que as competências do domínio "Globalização da saúde e da assistência à saúde" são as menos contempladas. .

OBJETIVOS: identificar la concordancia de docentes vinculados a Instituciones de Educación Superior brasileñas respecto a las competencias en salud global necesarias para la formación del alumno de enfermería durante el curso de pregrado y si las competencias eran contempladas en el currículo actual de la institución en que actuaban. MÉTODO: estudio exploratorio-descriptivo, llevado a cabo con 222 docentes que respondieron a la versión brasileña del "Cuestionario sobre Competencias Básicas Esenciales de Salud Global" disponible en formato electrónico en la página Survey Monkey. RESULTADOS: predominaron doctores (75,8%), sexo femenino (91,9%) y rango de edad entre 40 y 59 años (69,3%). El promedio y desvío estándar de todas las competencias cuestionadas variaron de 3,04 (0,61) a 3,88 (0,32), siendo que la puntuación atribuida para cada competencia varió de 1 "completamente en desacuerdo" a 4 "completamente de acuerdo". Los resultados demostraron nivel de concordancia satisfactorio de los respondientes respecto a las competencias de salud global. CONCLUSIONES: el estudio demostró alta concordancia media de los enfermeros docentes de IES brasileñas respecto a las competencias en salud global del cuestionario y que los currículos de las IES en que actúan contemplan parcialmente algunas de ellas, siendo que las competencias del dominio "Globalización de la salud y de la atención a la salud" son las menos contempladas. .

Global health competencies according to nursing faculty from Brazilian higher education institutions.

OBJECTIVES: to identify the agreement of faculty affiliated with Brazilian higher education institutions about the global health competencies needed for undergraduate nursing students' education and whether these competencies were covered in the curriculum offered at the institution where they were teaching. METHOD: exploratory-descriptive study, involving 222 faculty members who answered the Brazilian version of the "Questionnaire on Core Competencies in Global Health", made available electronically on the website Survey Monkey. RESULTS: participants predominantly held a Ph.D. (75.8%), were women (91.9%) and were between 40 and 59 years of age (69.3%). The mean and standard deviation of all competencies questioned ranged between 3.04 (0.61) and 3.88 (0.32), with scores for each competency ranging from 1 "strongly disagree" to 4 "strongly agree". The results demonstrated the respondents' satisfactory level of agreement with the global health competencies. CONCLUSIONS: the study demonstrated a high mean agreement level of the nursing faculty from Brazilian HEI with the global health competencies in the questionnaire. The curricula of the HEI where they teach partially address some of these. The competencies in the domain "Globalization of health and health care" are the least addressed.

Identifying global health competencies to prepare 21st century global health professionals: report from the global health competency subcommittee of the consortium of universities for global health.

As universities increase their focus on global health-related professional education, the need for specific competencies and outcomes to guide curriculum development is urgent. To address this need, the chair of the Education Committee of the Consortium of Universities for Global Health (CUGH) appointed a Subcommittee to determine if there is a need for broad global health core competencies applicable across disciplines, and if so, what those competencies should be. Based on that work, this paper (a) discusses the benefits of developing interprofessional and discipline-specific global health competencies; (b) highlights themes that emerged from a preliminary review of existing related literature; and (c) reviews the process used to identify two levels of interprofessional global health competencies.