Author : Melissa B. Dyer
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)
Book Synopsis Human Trafficking Education Within Nursing School by : Melissa B. Dyer
Download or read book Human Trafficking Education Within Nursing School written by Melissa B. Dyer and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Internationally, human trafficking is a growing, $150 billion industry. It is estimated that 40 million people are being trafficked at any one time. Human trafficking is often referred to as modern-day slavery. Because of the hidden nature of the crime, definitions, estimates, and data about it are lacking. All human trafficking definitions include a victim being involuntarily forced into labor or sex acts through force, fraud, or coercion. At least 99% of victims have health problems, making victims one of the least healthy groups of people in the world. In addition to a host of individual health concerns and untreated chronic conditions, victims are disease vectors. They have alarmingly high rates of communicable infections (including sexually transmitted infections, tuberculosis, HIV/ AIDS, and may share needles used for drugs). They frequently live in close quarters and in unsanitary conditions, causing public health concerns among other victims and nearby communities. According to the literature, 88% of victims of human trafficking are seen by a healthcare provider. However, victims are too infrequently identified. These are missed opportunities. As the healthcare system's first line of defense, nurses have a unique opportunity to identify victims and provide essential interventions. Education, though, is key to recognizing and assessing red flags, identifying victims, and providing interventions. Teaching large numbers of nurses is a huge undertaking, which creates challenges in developing the best approach to reach those nurses. Nursing faculty are in a position to teach huge numbers of new nurses about human trafficking and the role of the nurse in assessing, identifying, and providing victims for victims. This study examines this group of nurse educators. In this study, a modified version of the previously developed PROTECT questionnaire was used to measure nursing faculty members' actual knowledge, perceived knowledge, and confidence about teaching human trafficking. The study's survey also included questions about faculty viewpoints. The sample size for this study was 113. Nursing faculty from five universities in Ohio were surveyed about the inclusion of human trafficking in their nursing programs. The great majority of faculty, 92.6%, contend it is important to include human trafficking content. However, only 34.9% of faculty respondents' programs actually include human trafficking content. These results indicate there is a gap between reality and desire to teach the topic, which indicates there is a need to educate nursing faculty about their role in educating nurses about human trafficking. A full 73.6% of those faculty surveyed felt community and mental health courses are the best fit for human trafficking content, potentially connecting the role of the nurse in identifying victims in a public health setting. This study examines nursing faculty actual knowledge, perceived knowledge, confidence, known or suspected contact with a victim, and previous education about human trafficking, related to teaching. The relationship between these variables and teaching were examined. Data analysis strategies included chi square and, if there was a relationship, logistic regression. Multivariate regression was used to explain relationships when univariate analyses indicated a relationship. Odds ratios were also calculated. Nursing faculty viewpoints about teaching human trafficking were also considered. The relationship between faculty members' perceived knowledge of human trafficking and teaching human trafficking content was statistically significant throughout all data analyses. Faculty members who had previous education about human trafficking or had known or suspected contact with a victim were also more likely to teach nursing students about this topic and reported more perceived knowledge. Interestingly, there was not a statistically significant relationship between actual knowledge about human trafficking teaching the topic. These findings suggest improving faculty perceived knowledge about human trafficking may increase the likely hood of teaching human trafficking content. Inclusion of human trafficking on the NCLEX-RN and Accreditation of nursing programs may be another incentive to include this content. In addition, this paper recommends preparing interested nurses for advocacy efforts so that legislation requiring nurse education programs to include human trafficking is considered and adopted by policymakers.
