PurposeThe spread of drug use has been consistently increasing in Asia, posing a serious public health problem, especially among new addicts. In Thailand, the problem has persisted for decades leading to a consistent decline in the age of drug use initiation, making drug use an important social problem, especially among youngsters. This study aimed to examine the factors related to substance abuse risk behaviors among lower secondary school students.Design/methodology/approachA cross-sectional survey was conducted using a self-administered questionnaire to collect the data from a sample of 624 students aged 12 through 18 years. Data analysis was performed using descriptive statistics and multiple linear regression to identify factors related to substance use risk behaviors.FindingsFactors associated with drug use risk behavior were access to drugs (0.882; <0.001), which had the highest predictive power, family relationships (−0.555; <0.001), self-esteem (−0.516; <0.001) and awareness about drugs (−0.412; <0.005).Originality/valuePrevention interventions that incorporate reducing access to drugs, strengthening family ties, boosting adolescents' self-esteem and increasing their awareness about drugs should be tailored to target homes, schools and communities. As the problem appears to be multidimensional, the full participation of all relevant stakeholders such as teachers, parents, religious and community leaders in the intervention programs is as essential as the interventions themselves.

Background: Effective nurse educators will improve students’ performance. Therefore, examining the characteristics of an effective nurse educator is essential, especially from nursing students’ perspectives, which will provide an additional point of view to improve the teachers’ quality. Objectives: This research aimed to identify nursing students’ opinions regarding the characteristics of effective nurse educators and to compare those characteristics according to age, year of study, and cumulative grade point average. Methods: A descriptive quantitative design was used. Data were collected from 400 nursing students in Thailand using a validated questionnaire. Descriptive statistics, t-tests, and F-tests were used for data analysis. Results: The overall mean scores of effective nurse educators’ characteristics based on students’ perspectives were 4.36 (SD = 0.45). Subject expertise was the most essential characteristic of the effective nurse educators (Mean = 4.45, SD = 0.47), followed by relational expertise (Mean = 4.44, SD = 0.52), personality (Mean = 4.36, SD = 0.45), and teaching-related behavior (Mean = 4.33, SD = 0.46). The results also showed that participants with different cumulative grade point averages had no different views on the characteristics of effective nurse educators (p > 0.05). However, participants of different ages and years of study had significantly different perspectives on the characteristics of effective nurse educators (p < 0.05). Conclusion: The study offers necessary information regarding the essential characteristics of effective nurse educators. Therefore, nurse educators can use the study results to improve their desired characteristics. In addition, faculty development programs may be planned to help nurse educators improve these characteristics.

Nurse educators’ competencies are essential for teaching at the graduate level. However, previous studies report educators lacking some competency aspects, such as pedagogical or research competencies. Developing nurse educators’ competencies is necessary to design and shape high-quality education for future nurses working in healthcare settings. The aim of this qualitative study was to explore Thai nurse educators’ viewpoints on improving new nurse educators’ competencies in educating graduate students. A qualitative descriptive research approach was used. Researchers interviewed 15 nurse educators in Phitsanulok, Thailand, with expertise in graduate education. Data were analyzed using content analysis. The study revealed that developing new nurse educators to educate graduate students involved changing mindsets regarding such education and continuous learning. For example, there were two themes focusing on 1) changing perspectives of nurse educators, such as teaching at the graduate education level as teaching adult learners, and the goal of teaching was enhancing students to be systematic thinkers, and 2) ongoing education for faculty, such as attending a meeting or conducting research and learning from other faculty members. Based on the study findings, educational institution administrators should identify strategies to improve the mindsets of nurse educators and enhance continuous learning through mentorship, study trips, and conducting knowledge management forums for graduate nurse educators. Nurse educators should also use these strategies to improve their com- petencies and be prompt in teaching quality graduate education