Scale for the study of nursing students' perception of intimate partner violence: Adaptation and validation

Burjalés-Martí, Maria Dolors; Rigol-Cuadra, Maria Assumpta; Anguiano‐Carrasco, Cristina; Martorell-Poveda, Maria-Antonia; Herrera, María; Fuentes-Pumarola, Concepció; Rodríguez-Martín, Dolors; Galbany-Estragués, Paola; Ferrando, David Ballester

doi:10.1016/j.nedt.2018.02.025

Cited by 5 publications

(14 citation statements)

References 16 publications

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“…This study also demonstrated significant differences in the pre-survey between male and female perceptions regarding whether DV and IPV are healthcare issues, which may reflect the findings of other students among medical and nursing graduates and professional students [ 30 , 31 , 32 ]. It is critically important that healthcare curricula address the differences in perception and education of all students with regard to DV and IPV, particularly when it comes to the differences and gaps between awareness and recognition among males and females and how these differences may disproportionately affect decisions to provide referrals and support to patients in need [ 33 , 34 , 35 ].…”

Section: Discussionsupporting

confidence: 59%

Longitudinal Curricular Assessment of Knowledge and Awareness of Intimate Partner Violence among First-Year Dental Students

Buchanan

Kingsley

Everett

2021

IJERPH

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Background: Intimate partner violence (IPV) has previously been recognized as a major public health issue. Oral healthcare providers, such as dentists, are crucial to the screening and identifying of individuals experiencing IPV, since most injuries occur in the head and neck region. A lack of knowledge and awareness regarding teaching and learning about IPV in dental school curricula has been identified. Based upon the overall lack of knowledge, the objective of this study was to conduct a longitudinal assessment of knowledge, awareness, and beliefs regarding IPV among dental students in their first year of education. Methods: All students (n = 245) from three consecutive, first-year dental student cohorts (n = 81, n = 82, n = 82) were provided a brief and voluntary in-class survey in conjunction with an instructional workshop. The survey included questions designed to ascertain knowledge, awareness, and beliefs regarding IPV as a healthcare and dental issue before and after the instructional session. Differences in responses to the questions before and after the IPV educational workshop were measured using paired t-tests. Results: A total of n = 232 completed pre- and post-responses were received from all three first-year dental student cohorts (n = 76, n = 80, n = 76), representing an overall 94.6% response rate. Analysis of these data showed that the student population was predominantly male and white (non-minority), aged in their mid- to late twenties, with most students reporting no previous IPV education. The few students reporting previous IPV education were mainly younger (<25 years), which may represent more recent endeavors to increase awareness of IPV among students currently attending colleges and universities. Conclusions: The results of this study may suggest that information-specific seminars within the curriculum might be adequate to provide dental students with awareness and knowledge of IPV and specific information regarding local resources and referrals for any patients experiencing IPV.

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Section: Discussionsupporting

confidence: 59%

Longitudinal Curricular Assessment of Knowledge and Awareness of Intimate Partner Violence among First-Year Dental Students

Buchanan

Kingsley

Everett

2021

IJERPH

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“…Assessing the effect GBV training has on nurses' response to gender-based violence as well as differences in the effect depending on the training programme contents, becomes a challenge for the coming years. To make such an evaluation there are quantitative measurement tools that have already been developed and recently validated in Spanish (Burjalés-Martí et al, 2018;Vives Cases et al, 2015) that could be applied to trained nurses. The new knowledge generated through quantitative and qualitative evaluation could shed light on which of the different strategies identified in this study and discussed by participants, i.e.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Analysing training in gender-based violence for undergraduate nursing students in Spain: A mixed-methods study

Maquibar

Estalella

Vives‐Cases

et al. 2019

Nurse Education Today

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Background: Health-care professionals, and nurses especially among them, play an essential role in the health sector's response to gender-based violence. To be able to successfully address this major public health issue they need specific training in the topic. Objective: To analyse training on gender-based violence that nursing students receive at universities in Spain. Design: Mixed-methods approach Setting: Spain Methods: Systematic review of public documents followed by in-depth interviews with university lecturers Results: Eighty per cent (92/115) of nursing training programmes included content regarding gender-based violence. There was great variability in the topics included in the training. Health consequences due to gender-based violence exposure and the role of the health sector in addressing these health consequences were the most frequently included topics. Ethical issues and legislation were the least frequent ones, as these were only dealt with in one and 18 training programmes, respectively. In the qualitative analysis of the interviews, two categories were identified: 'Supportive legislation and supportive lecturers are essential for integrating gender-based violence training' and 'Approach to gender-based violence shapes the contents and the subject in which it is incorporated'. The first category refers to the main drivers for training integration, while the second category refers to how lecturers' perceptions influenced the way in which training was implemented. Conclusions: As many as 80% of the nursing education programmes included specific training in gender-based violence, although with great variability in the contents among the universities. For this study's participants, enacted legislation, and lecturers interested in the topic and in decision-making positions were key drivers for this extensive implementation. The variability observed across universities might be explained by lecturers' different approaches to gender-based violence and the nursing profession.

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“…This protocol for the TCCA of abuse questionnaires was based on our literature review (Alhabib et al, 2013;Antoniou et al, 2010;Burjalés-Martí et al, 2018;Cases et al, 2015;Cheung et al, 2020;Connelly et al, 2005;Escriba-Agüir et al, 2015;Fisher Step…”

Section: Results: the Protocol For The Tcca Of Abuse Questionnairesmentioning

confidence: 99%

“…This initial stage (Burjalés-Martí et al, 2018;Cheung et al, 2020) includes assembling the team, performing a conceptual analysis of the instrument, and contacting the developer. The team should include a leader (principal investigator-PI) and a supervisor with experience on the topic.…”

Section: -Conceptual Analysismentioning

confidence: 99%

“…Other members may include translators (T), reviewers (R), and the developer (D). The coordinators must contact the developer of the original questionnaire to request copyright permission and to check whether there is any other translation underway for the same target language (Burjalés-Martí et al, 2018;Kita et al, 2017). Obtaining written authorization from the developer is highly recommended for compliance with any intellectual property and copyright laws that might apply when publishing and using the translated version.…”

Section: -Conceptual Analysismentioning

confidence: 99%

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Translation and Cross-Cultural Adaptation Protocol of Abuse Questionnaires: The Brazilian Portuguese Version of the Composite Abuse Scale (CAS)

Rocha

Oliveira

Liebel³

et al. 2021

Violence Against Women

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Establishing rigorous translation and cross-cultural adaptation (TCCA) processes for abuse questionnaires is challenging. We propose a methodological TCCA protocol for abuse questionnaires based on our current adaptation of the Composite Abuse Scale (CAS) into Brazilian Portuguese. This 10-step protocol includes: (a) conceptual analysis; (b) double-blinded forward translation; (c) comparison of forward translations; (d) back-translation; (e) developer analysis; (f) specialist committee review; (g) comparison of specialist reviews; (h) cognitive interviews; (i) final reconciliation; and (j) presenting the final version to the developer. We aim to rigorously implement this protocol to achieve a reliable Brazilian Portuguese version of the CAS.

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Scale for the study of nursing students' perception of intimate partner violence: Adaptation and validation

Cited by 5 publications

References 16 publications

Longitudinal Curricular Assessment of Knowledge and Awareness of Intimate Partner Violence among First-Year Dental Students

Longitudinal Curricular Assessment of Knowledge and Awareness of Intimate Partner Violence among First-Year Dental Students

Analysing training in gender-based violence for undergraduate nursing students in Spain: A mixed-methods study

Translation and Cross-Cultural Adaptation Protocol of Abuse Questionnaires: The Brazilian Portuguese Version of the Composite Abuse Scale (CAS)

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