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Introduction: Educational strategies for preventive screening and effective interventions in midwives are needed to improve clinical practice and outcomes for abused women and their families. This scoping review aimed to describe available educational training programs on intimate partner violence (IPV) in pregnancy for midwives/student midwives. Methods: A scoping review of the literature, which was published in English from January 2010 to March 2023, in PUBMED, EBSCO, and CINAHAL databases, was applied. The following keywords were used in the search: 'evaluation', 'educational training', 'course', 'midwives', 'student midwife', 'intimate partner violence', 'pregnancy', combined with AND and OR Boolean operators. The included studies focused on training programs/courses for midwives/student midwives regarding intimate partner violence. Results: A total of 9 studies were eligible for inclusion, describing six programs for midwives and 3 for student midwives. Educational interventions varied in length (e.g. a few hours to weeks) and educational approaches such as multidisciplinary sessions, lectures, theory, role-playing, practice in screening, group activities, watching videos, and case reports discussion. The programs had similar content, including raising awareness of violence, defining it, discussing gender roles, the impact of IPV on women's health, referral agencies, and the laws regarding violence in each country. Conclusions: This scoping review highlighted a lack of educational programs on intimate partner violence during pregnancy, suggesting that new programs need to be developed based on contemporary clinical practices and recommendations for midwifery education. [ABSTRACT FROM AUTHOR]

Women from marginalized groups working in occupations such as domestic work are at increased risk for sexual violence. Scarce evidence exists about training interventions targeting such groups. The article aims to identify community and workplace-based training interventions aiming to increase capacity among marginalized at-risk women to deal with sexual violence. A systematic review was applied. Inclusion criteria were English language published between 2003 and 2013; reporting on delivery and/or evaluation; focusing on any form of sexual violence; delivered to professionals, affected or at-risk women; targeting migrant, at-risk women or domestic workers. Data were extracted on the setting, content, evaluation process and target population. Four studies which focused on prevention or responding to sexual violence were included. One study provided sexual violence training to vulnerable female and one provided a HIV prevention intervention to marginalized women. Learning objectives included increasing knowledge around issues of sexual violence and/or gender and human rights, prevention and response strategies. Two studies aimed to train trainers. All studies conducted an outcome evaluation and two a process evaluation. It seems there is a gap on participatory empowerment training for marginalized women. Community train-the-trainer interventions are imperative to protect themselves and deal with the risk of sexual violence.

Purpose: Health promotion can fall into a victim blaming approach and put social pressure on particular students who could be marginalized due to their personal, economical, cultural, social or ethnic characteristics, for example, students who are obese, drug users or HIV carriers. The purpose of this paper is to present and discuss ways in which the design of the newly reformed Cyprus Health Education Curriculum (CHEC) attempted to protect learners from victim blaming. Design/methodology/approach: The paper describes and reflects on the learning objectives, teaching methods and teaching activities of the CHEC. Findings: The paper gives specific examples of how the design of the CHEC attempts to ensure that the curriculum does not promote victim blaming. It describes learning objectives, content, suggested teaching methods and activities from three thematic areas of the curriculum which are particularly susceptible to victim blaming: "food and health", "emotional health" and "family planning, sexual and reproductive health". It discusses how the design of the CHEC attempts to encourage educators to address the underlying social and environmental determinants of health and thus avoid stigmatization. Practical implications: The paper can be useful for curriculum designers and school educators. It describes how the design of a health education curriculum and health education lessons can refrain from burdening the individual with total personal responsibility for health behaviour and lifestyle. Social implications: Understanding and implementing the basic learning themes and objectives of the CHEC has social and community implications. It promotes collective responsibility, emphasizing a non-blaming and community approach. The design of the CHEC challenges the idea of free choice, acknowledges the social determinants of health and promotes students' empowerment as active members of society. Originality/value: The originality of this paper lies in the description and reflection of the design of the first health education curriculum in Cyprus, which attempts to secure learners from victim blaming in its implementation. The aspects of the design of the CHEC described in this paper may be applicable to other European countries.

The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. It also suggests a curriculum that aims to empower students to engage with risky sexual behaviour, not just as a personal issue but also as a social matter. The emphasis is placed not merely on developing personal knowledge and skills associated with sexuality and sexual behaviour but on enabling active citizens to protect themselves and their co-citizens from sexual risks and to promote healthy sexuality. This paper discusses such a health promotion perspective in relation to the sexuality education curriculum as recently developed in Cyprus. It demonstrates how a health promotion perspective in relation to sex education can be translated into the establishment of learning objectives, appropriate pedagogic methods and the development of school materials.

Purpose: This paper seeks to discuss the rationale of the newly reformed health education curriculum in Cyprus, which aspires to enable not only teachers, but also all the school personnel, to work from the perspective of health promotion. It is a curriculum which moves from the traditional approach of health education focusing on individual lifestyle/behaviour modification into approaches that recognise and tackle the determinants of health. Design/methodology/approach: The paper critically discusses the structure and the content of the learning objectives of this curriculum that encourages teachers to work in a health promoting way. Findings: The central goal of this curriculum is to enable students and schools to act as health agents, addressing the structural determinants of health and promoting environmental changes. The optimum level for all topics of the curriculum is achieved through learning objectives, which concern three interconnected levels. These are: "investigating determinants of health", "practising action competency skills for health" and "achieving changes in favour of health". All levels are means as well as end products in terms of the curriculum objectives. Practical implications: The outcome of the development of the health education curriculum acts as a guide for school interventions, through a methodological framework, which encourages participants to identify and promote environmental changes that facilitate healthy choices. This is of significance to those working in the field of health promotion and who seek to establish a new language of health promotion that goes beyond the pervasive discourse of individual lifestyles. Social implications: The implementation of the particular health education curriculum will promote not only health in the school community but also in the local community. This is because a key principle which underlies the curriculum is the involvement of the students, school staff, family and community in everyday health promotion practice. It also promotes the development of partnerships among them. Originality/value: This is an innovative curriculum for Cyprus, based on health promotion and health education principles, but at the same time taking in account the local socio-cultural and political perspective. This curriculum may be applicable to other European countries. (Contains 1 figure and 1 note.)

The IENE projects (2008–2022) aim to promote a model for developing intercultural dialogue and enhance the ability to provide culturally competent and compassionate care for the health and social care professionals at national and European levels. The IENE 9 project, named "Developing a culturally competent and compassionate LGBT + curriculum in health and social care education," builds on the work developed in the previous IENE projects and emphasizes the importance of addressing LGBT + issues in health and social care education. Through an innovative Massive Open Online Course (MOOC), professionals will learn the skills to work toward building an LGBT + inclusive health and social care system. Notwithstanding the progress made in recent years on LGBT + issues, research indicates that too little attention has been given to LGBT + needs in health and social care settings, and these remain substantial issues that are often ignored. This letter to the editor aims to present the IENE 9 project given that greater efforts are needed to improve professionals' skills regarding sexual and gender minority population. We strive to continue our efforts in promoting the well-being and mental health of LGBT + people in health and social care education. [ABSTRACT FROM AUTHOR]