Student nurses must be competently prepared to address the rising human immunodeficiency virus (HIV) epidemic in the Philippines. This article presents the development and effect of the online HIV Prevention and Care Training (HPCT) program for student nurses. The Iowa Model-Revised guided the development of the program. Literature review, student and faculty engagements, advocate participation, resources and protocol assessment, and pre-HPCT survey analysis were systematically performed to determine the contents and delivery of the program. The participants were 2nd and 3rd year level student nurses who were asked to answer the pre- and post-HPCT online surveys containing sociodemographic, HIV knowledge, attitudes, and perceived practices, and program evaluation questionnaires. Descriptive and inferential statistics were performed using SPSS version 23. Student nurses in the post-HPCTsurvey obtained significantly higher HIV knowledge scale mean scores (mean=18.22, SD=4.138) than those in the pre-HPCT survey (mean=15.01, SD=4.069) (p=.000). Pre- to post-HPCT survey revealed significant decreases in the proportions of student nurses who agreed on the following: HIV-positive patients should not be put in rooms with other patients when admitted to hospital (44.3%, 31.6%; p=.004); the need to worry about putting family and friends at risk of contracting the disease when caring for a person with HIV/AIDS (39.7%, 26.4%; p=.002); and healthcare workers are worried of getting HIV/AIDS from caring for a person with HIV/AIDS in their work environment (47.2%, 37.5%; p=.011). Significantly, more student nurses in the post-HPCT survey agreed in all the items of the HIV practice scale than those in the pre-HPCT survey. The online HPCTprogram was acceptable with beneficial effects on student nurses' HIV knowledge, attitudes, and perceived practices. There is a need to highlight basic HIV concepts and integrate HIV developments in the education of student nurses.
Evidence-Based Nursing ; HIV ; Program Development ; Education, Distance

OBJECTIVES: To investigate home visiting for mothers and young infants, age birth-to-12 months, program goals, interventions used, home visitor characteristics and qualifications, and the program content and outcomes. METHODS: Electronic databases PubMed, CINAHL, ScienceDirect, and Sagepub were used. Eleven studies investi- gating home visiting from 2011-to-2016 were included. Studies were included if they: 1) were a primary study; 2) commenced during the antepartum or early postpartum period for mothers and finished before or when the infant was 12 months old; 3) and provided a description of home visiting program in terms of goal, type of home visitor, content, length, and outcomes. Data extraction included goals, activities, home visitor characteristics and qualifications, and outcomes. A descriptive approach was used to synthesize data. RESULTS: Home visiting impacted birth preparedness, newborn care practices, breastfeeding practices, and home environment necessary for maternal wellness and child health and development. CONCLUSION Home visits in developed and underdeveloped countries create positive outcomes for mothers and infants. It is important to understand the process in order to make it more effective.

Background: Nurses comprise the largest group of health professionals in the Philippines, and turnover remains a challenge to the workforce and healthcare system. Understanding the extent of the problem and multiple factors related to turnover rates is crucial in retaining nurses in the organization and profession. Objectives: The study aimed to (1) describe and compare nurses' turnover intention, (2) identify factors for nurses' turnover intention, and (3) determine factors to promote nurses' retention in their current organization. Methodology: This descriptive, cross-sectional, and correlational study was conducted through a survey that sought the participants' sociodemographic and work-related characteristics and their perceived practice environment, job satisfaction, organizational commitment, job stress, and alternative job opportunities. Additional questions were added to identify the participants' reasons for their intention to leave their current job and stay in their current organizations. Results: The final sample comprised 297 nurses. Significant differences in the nurses' turnover intention scores were found across multiple demographic, personal, and work-related factors. The final multiple logistic regression model revealed that 'influence of peers to leave,' 'desire to try new things,' practice environment, and organizational commitment were significant factors in the nurses' turnover intention. Staff nurses perceived practice environment (n=246) as the primary reason to stay in their current organization while it was compensation and benefits (n=25) for nurse managers. Conclusion A collaborative approach among the sectors of a healthcare organization is needed to develop a policy framework that advocates and promotes positive practice environment, job satisfaction, career progression, and personal well-being among nurses and other healthcare workers.
Nursing ; Workplace

BACKGROUND AND OBJECTIVE

Interprofessional Education (IPE) is a necessary step in preparing a collaborative practice- ready health workforce that is better prepared to respond to local and global health needs. This study examined the status of IPE implementation in Asian nursing schools in the World Health Organization (WHO) Western Pacific Region (WPR).

Descriptive online survey research design was utilized, supplemented by online interviews. Purposive sampling was done wherein nursing schools, colleges, and universities were invited to nominate a representative to serve as respondent in this study. Descriptive approach was used to analyze both quantitative and qualitative data.

A total of 29 Asian nursing schools participated in the survey. Majority (82.76%) of them stated that they have an IPE program or a similar activity. Interviews with the respondents revealed that not all IPE opportunities were part of a formal IPE program, but were embedded in the different learning activities of nursing students. A clear program focus served as one of the facilitators of IPE implementation. Identified barriers included insufficient administrative support and lack of trained faculty to implement IPE and related activities.

IPE is present in most Asian nursing schools in WPR. They may not exactly be called or recognized as IPE, but there is the existence of programs and activities that bring together health and non-health science students to learn from, about, and with each other to enable effective collaboration and improve health outcomes. It is recommended that massive formal training should be conducted so that educational institutions and their faculty will be equipped in developing more formal programs, facilitate activities, and monitor implementation and progress.

BACKGROUND

Without adequate preparation and competence, nursing students entering the practice might not respond effectively to the growing health and healthcare disparities among the LGBTQ+ population.

Guided by Pacquiao's Framework for Culturally Competent Healthcare, the study aimed to describe and to compare nursing students' self-rated LGBTQ+ care competence by personal, sociocultural, and educational characteristics, and identify the relationship between LGBTQ+ care competence, level of compassion, and the number of LGBTQ+-related topics offered in nursing curriculum.

A cross-sectional study was implemented through online survey among fourth-year nursing students (N = 208) from nursing schools in Metro Manila using a sociodemographic questionnaire, the Lesbian, Gay, Bisexual, and Transgender-Nursing Education Assessment instrument, the Revised Short Version of the Compassionate Love for Humanity Scale, and the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale. Data were analyzed using descriptive and inferential statistics.

Nursing students' overall LGBTQ+ care competence mean rating score was 5.21 out of 7.0. Attitudinal awareness had the highest mean rating score (mean= 6.34, SD= 0.98), followed by basic knowledge (mean= 4.93, SD= 1.27) and clinical preparedness (mean=4.25, SD=1.23). Significant differences in the overall LGBTQ+ care competence mean rating scores were found based on exposure to LGBTQ+-related media contents (p=.03), personal experience in caring for LGBTQ+ clients (p=.00), ethnicity (p=.020), friends' acceptance of LGBTQ.

Findings show that the current generation of nursing students has more positive awareness, acceptance, and attitudes toward the LGBTQ+ population. Embedding LGBTQ+ health in the nursing curriculum must be strategically placed.