The impact of violence against women courses on the attitudes of nursing students toward violence against women and their professional roles

The impact of drama education and in-class education on nursing students' attitudes toward violence against women: A randomized controlled study

BACKGROUND

Nurses are the first to intervene in women who were subjected to violence. It is necessary to prepare prospective nurses for this difficult situation in order to enable them to provide quality health services to the victims. Nursing education is of critical importance in gaining nursing students sufficient competencies that they can utilize in intervening in such cases.

OBJECTIVES

This study aims to determine the impact of creative drama education and in-class education on nursing students' attitudes toward violence against women.

DESIGN

This study has a pre-test post-test parallel group randomized controlled design.

SETTING

This study was carried out at a nursing school in Turkey.

PARTICIPANTS

Seventy-eight (n = 78) fourth-year undergraduate nursing science students.

METHOD

In the collection of data, personal information form and İSKEBE Violence Against Women Attitude Scale were used. Data were analyzed using descriptive statistics, Wilcoxon Signed Rank test, and Mann-Whitney U test.

RESULTS

A statistically significant difference was found between the pre-test and post-test scores (Z = -4.911, p = 0.0001) of the experimental group (Z = -5054, p = 0.0001) and the control group. No significant correlation was found between the post-test scores of the experimental and control groups (Effect size = 0.06, Z = -0.525, p = 0.600).

CONCLUSION

It was found that in-class teaching and creative drama were effective in changing the attitude toward violence against women. However, neither method was found to be superior to the other.

Gender-based violence attitudes and dating violence experiences of students in nursing and other health sciences: A multicentre cross-sectional study

BACKGROUND

Gender-based violence is a major public health problem. Healthcare providers' ability to identify this type of violence and support victims may be influenced by their knowledge, attitudes, and beliefs, which requires solid education.

OBJECTIVES

To identify the gender-based violence attitudes and dating violence experiences of students in nursing and other health sciences.

DESIGN

A multicentre cross-sectional study was performed.

SETTINGS

This study was conducted in three faculties of the University of A Coruña, Spain.

PARTICIPANTS

Participants were undergraduate students of nursing, podiatry, occupational therapy, and physiotherapy.

METHODS

The Attitudes towards Gender and Violence Questionnaire and the Dating Violence Questionnaire were used from October 2019 to March 2020. Descriptive and inferential statistics were calculated to determine associated factors and identify differences in gender-based violence attitudes and dating violence experiences between sexes and degrees.

RESULTS

Data from 459 students were analysed, of whom 180 (39.2 %) studied nursing. The mean age was 20.9 (SD = 3.6) and 76.0 % were women. Statistically significant differences were obtained in attitudes towards gender-based violence according to sex where men displayed more sexist attitudes and violence justification. Results showed a significant difference in attitudes regarding the biological usefulness of sexism and violence between students of nursing and other health sciences. 61.9 % of students had experienced one or more abusive behaviours in relationships; no significant differences were detected according to the degree. However, male students experienced dating violence more often than females. It was observed that students who had suffered dating violence showed greater agreement with sexist attitudes that justify violence.

CONCLUSION

Students of health sciences, particularly males and nursing students, show sexist attitudes that justify gender-based violence. They also frequently experience dating violence, especially psychological violence. It is necessary to intensify or include education on these types of violence in the curricula of degrees in health sciences.

Nursing students' knowledge, attitudes, preparedness and practice towards intimate partner violence against women: a scoping review and thematic synthesis

BACKGROUND

Nursing students regularly work with women who have experienced intimate partner violence in their clinical placements and subsequently as registered nurses. They have a role in early detection, intervention, onward referral and education of women about intimate partner violence. Therefore, it is necessary to gain a comprehensive understanding of their capability to care for abused women and identify learning needs. Nonetheless, the level of preparedness of nursing students to deal with intimate partner violence has not been reviewed.

AIM

To search and review the existing evidence on nursing students' knowledge, attitudes, preparedness and practice towards intimate partner violence.

METHOD

This scoping review was guided using the PRISMA extension checklist for scoping reviews. Four databases were searched to identify relevant evidence published between 2010 and 2021. The review included eighteen empirical studies (10 quantitative, 4 qualitative and 4 mixed-method studies). Data were extracted and synthesized into seven themes.

RESULT

Nursing students were more knowledgeable of and readily recognized physical and sexual abuse than psychological abuse. Nursing students' roles and attitudes varied widely between different countries. Students faced difficulty in identifying and managing intimate partner violence clinically. Students who received education on domestic violence held more positive attitudes and were more knowledgeable and prepared.

CONCLUSION

Nurse educators need to enhance students' understanding and perception of intimate partner violence and optimize their capability to manage it in the clinical setting. This study identifies barriers to nursing students' readiness to manage intimate partner violence and suggests four areas of development for nursing curricula.