Explore the vast range of titles available.

Purpose: This article focuses on identifying cognitive behavioral (CB) techniques that can help nurse supervisors more effectively navigate interpersonal challenges, reduce workplace stress, improve team cohesion, and, ultimately, enhance overall organizational performance and staff well-being. Approach: Through a comprehensive review of leadership literature and clinical management practices, we determined that CB techniques could be integrated into nursing management. Two hypothetical scenarios within this context are offered, where CB techniques can enhance nursing leadership effectiveness. Conclusions and Recommendations: CB techniques offer a humanistic approach to nursing leadership through: (1) providing tools for leaders to reframe challenges and frustrations, particularly in resource-limited settings; (2) offering stress-management strategies for nursing leaders; and (3) enhancing communication skills, self-awareness, and team motivation. These applications can potentially improve both staff and management satisfaction, ultimately improving patient care quality. Healthcare organizations should consider incorporating CB techniques into their leadership development programs. We suggest practical ways to implement these techniques in daily nursing management, emphasizing the importance of creating supportive and safe work environments and provide recommendations for future research. This perspective extends the cognitive behavioral approach beyond its traditional therapeutic context into nursing leadership, providing a novel theoretical framework for understanding and enhancing leadership development in healthcare settings.

Background Sexual health care, including assessment and patient teaching, is part of comprehensive patient care. Health professional (medical and nursing) students’ education in sexual health lacks uniformity in content and assessment skills. Objectives The current systematic review aimed to assess sexual health educational curriculum for health professional students regarding the educational content, duration, and evaluation of these educational interventions. Methods This systematic review followed the preferred reporting guidelines for systematic reviews. A comprehensive search was conducted between May–August, 2023 across four databases (PubMed, Scopus, CINAHL, EMBASE), outlining 614 sources. Following the screening process, 36 educational intervention studies were deemed eligible for inclusion. The quality assessment of these studies was conducted using The Effective Public Health Project tool, which was found appropriate for evaluating this type of research. Results The studies had a global representation, with most studies conducted in the US. Limited nursing educational interventions were found. Three main categories emerged from the analysis of the educational interventions: one-time interventions, workshops, and semester courses. These categories differed in terms of their duration. Upon evaluating the educational intervention programs, it was found that the majority relied on participant self-reporting, while only a few included objective evaluations. Conclusions This review revealed inconsistencies in educational content for healthcare professional students and may impact their clinical skills, particularly in sexual health. The variation in content, duration, and evaluation methods created challenges in assessing the interventions. The lack of standardized sexual health education highlighted a significant gap, raising concerns about students’ ultimate proficiency in this area. Bridging this divide is essential by integrating comprehensive sexual health content and assessment skills into the health professional curriculum.

ObjectiveTo examine whether parents’ decision making patterns, as measured by the Melbourne Decision Making Questionnaire, relate to the use of booster seats when driving their children.MethodsA cross sectional study of 398 Israeli parents of 4–7 years old children who answered a questionnaire about car safety and decision making habits.ResultsNinety percent of parents reported having a booster seat in the car; 70.5% of parents reported consistent booster seat use in general and on short drives during the last month (booster seat use compliance index). Greater compliance index was positively related to a vigilant decision-making pattern (OR=2.8; 95% C.I. 1.28–5.92), passenger compliance with rear seat belts (OR=1.9; 95% C.I. 1.11–3.22), and families with fewer children (OR=3.3; 95% C.I. 1.96–5.66). Lower booster seat use compliance index was associated with buck passing decision making pattern (OR=−0.49; 95% C.I. 0.26–0.92).ConclusionsParents’ self-reported decision making patterns are associated with children’s car booster seat use. Health professionals and policy makers should take into account parents’ habitual decision making patterns when designing media campaigns and interventions for car booster seat compliance.