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Sexting has become a common mode of expression within the digital realm. Understanding sexting in the context of African college campuses is crucial, as it reflects the impact of technological advancements and the interplay of cultural norms, values, and societal factors. This review seeks to provide evidence to inform context-specific initiatives and policies aimed at promoting responsible digital communication and enhancing the well-being of college students within the continent. This scoping review followed the guidelines by Askey and O'Malley. The search for records was conducted in four main electronic databases including PubMed, PsycINFO, Central, and JSTOR. Additional searches were conducted using Google Scholar, Google, and ProQuest. A total of 11 articles met the eligibility criteria and were included in the review. Results: The findings of this review are grouped under the following four main headings: type of sexting, prevalence, predictors of sexting, and outcomes of sexting. The main types of sexting were sending and receiving nude pictures and sexually explicit messages and posting explicit videos and photos on social media. The prevalence rates for general sexting ranged from 9.9% to 74.4%. Positive outcomes of sexting included increased condom negotiation skills and sexual communication that contribute to safer sexual practices. Negative sexual outcomes included high-risk-taking sexual behaviour such as multiple sexual partners. This review highlights the intricate facets of sexting among African college students, and emphasises the interplay between digital communication, societal norms, and individual behaviours. Policies should prioritise cyberbullying prevention, privacy protection, and ethical technology use. [ABSTRACT FROM AUTHOR]

Background: Innovations in clinical nursing education are critical in enhancing the experiences of students, especially in the era of coronavirus pandemic. This study aimed at investigating nurse preceptors' perceptions of use, intention to use and self-efficacy towards digital technology in preceptorship in the Cape Coast Metropolis of Ghana. Methods: A concurrent type of mixed-methods design with a non-randomised interventional study using three-phase multi-methods technique was conducted among nurse preceptors in the Cape Coast Metropolis in the Central Region of Ghana. Forty-five nurse preceptors participated in a pre and post training intervention while seven were purposively selected for the qualitative interview. Complimentarity method of triangulation was used in the analysis. The quantitative data were analysed with STATA version 16 and presented using frequencies, percentages, means with standard deviations and McNemar's test while qualitative data were analysed using the six steps approach to qualitative data analysis by Braun and Clarke. Results: Perceived usefulness statement "using technology will improve clinical teaching" increased from 19 (42.22%) at baseline to 44 (97.78%) post intervention. Perceived ease of using technology statement "I would find it easy to get this technology to do what I want it to do" also increased from 36 (80.00%) to 41 (91.11%) post intervention. Self-efficacy increased from 40 (88.89%) to 43 (95.56%) after the intervention. There was a statistically significant difference between pre-training and post-training scores regarding tablet (p = 0.016) and experience with online library resources (p = 0.039). The qualitative results yielded three themes, namely: strengths of using technology; constraints in the learning environment; and future of technological approach to clinical teaching. Conclusions: The training intervention improved participants intentions, self-efficacy, perceived use and perceived ease of use of technology. However, there are constraints in the clinical learning environment including students and preceptor-related factors, and institutional factors that needs to be addressed as part of efforts to implement technology in clinical teaching in this era of COVID-19 pandemic and beyond. [ABSTRACT FROM AUTHOR]