Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.

To collate existing quantitative empirical evidence on social media behavior among nursing students. Professionalism in nursing, characterized by adherence to ethical principles, accountability, compassion and patient confidentiality, is vital for quality patient care and maintaining public trust. As nursing students navigate their education and clinical training, the increasing role of social media introduces new challenges to upholding these standards. A systematized review design. The literature search was conducted in January 2024 across four scientific databases - PubMed, ProQuest, Web of Science and Scopus. The search produced 3490, while 20 studies were included in the final analysis. Content analysis was used to analyze included studies. The review reflected the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Checklist 2020. Four main topics were identified, as follows: Social media usage among nursing students; Privacy awareness and patient confidentiality; Inappropriate content posted on social media; Responsible social media use. The review highlights both the educational advantages and professional risks of social media use among nursing students. While social media platforms provide access to educational resources and professional networking opportunities, they also pose significant risks, including breaches of patient confidentiality and the blurring of personal and professional identities. Understanding nursing students' social media behavior is essential for educators, policymakers and students. The findings contribute to the ongoing discourse on the role of social media in nursing education and professional development, emphasizing the need for vigilance in online behavior to maintain high standards of professionalism in the digital age.

Nurse educators need a high level of professional competence to educate future health care professionals. Professional competence supports occupational well-being whilst high mental workload can undermine it. There is little existing research into nurse educators' professional competence, occupational well-being, mental workload, and the relationships between them, particularly in the European context. To describe the professional competence, personal occupational well-being, and mental workload of nurse educators in four European countries, and to explore how the professional competence and mental workload of nurse educators relate to their personal occupational well-being. Cross-sectional study design with quantitative survey data. Nurse educators from Finland, Spain, Slovakia, and Malta. The data were collected from 302 nurse educators through an online questionnaire which used the Health and Social Care Educator's Competence (HeSoEduCo) instrument. This contains 43 items which measure areas of professional competence. Statistical analysis involved descriptive and multivariate analysis. Nurse educators self-assessed their overall professional competence as high. Competence in evidence-based practice was assessed as the highest whilst cultural competence was perceived to be the lowest of the six competence areas. Nurse educators perceived their levels of personal occupational well-being and the balance of mental workload as moderate. However, these levels varied between the four countries. Professional competence, more specifically administrative and curriculum competence, and a balanced mental workload were positively related to personal occupational well-being. The educators who perceive themselves to have very good professional competence and a balanced mental workload are more likely to report high occupational well-being. The findings suggest that nurse educators' cultural competence needs to be strengthened and intervention research is needed to determine ways of reducing mental workload and increasing the occupational well-being of nurse educators.