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IntroductionDrowning due to driving into floodwater accounts for a significant proportion of all deaths by drowning. Despite awareness campaigns such as 'If it's flooded, forget it', people continue to drive into floodwater. This causes loss of life, risk to rescuers and damage to vehicles. The aim of this study was to develop and evaluate an online e-health intervention to promote safe driving behaviour during flood events.Methods and analysisThe study will use a 2×3 randomised controlled trial in which participants are randomised into one of two conditions: (1) education about the risks of driving into floodwater or (2) education about the risks of driving into floodwater plus a theory-based behaviour change intervention using planning and imagery exercises. The effect of the intervention on the primary outcome, intention to drive through floodwater and the secondary outcomes will be assessed using a series of mixed-model analysis of covariances.Ethics and disseminationThe study has been approved by the Griffith University Human Research Ethics Committee. Participants will review a study information sheet and provide informed consent prior to commencing participation. Results will be disseminated through peer-reviewed publications, industry reports, media releases and at academic conferences. Deidentified data will be made publicly available following publication of the results.Trial registration numberACTRN12618001212246.

IntroductionTeachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully.MethodologyA qualitative study, using semi-structured individual and group interviews as well as collages, was employed.ResultsThe findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned.ConclusionIt was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.

Objective We aimed to develop an integrated theoretical model of the determinants of condom use in young people from sub‐Saharan African (SSA) nations. Model development was informed by research predicting condom use in SSA nations adopting individual‐level social‐cognitive and socio‐ecological theories, and guided by McMillan and Conner's (2007) framework of social‐cognitive predictors of health. Method We conducted a scoping review of research on social‐cognitive and socio‐ecological predictors of condom use in young people in SSA. The integrated model was developed based on the constructs from the review and guided by McMillan and Conner's framework to classify the constructs and isolate the processes by which the constructs impact condom use. Results Included studies (N = 45) utilised constructs from seven individual‐level social‐cognitive theories and included multiple socio‐ecological variables as predictors of condom use. The integrated model included dispositions to act as a proximal determinant of condom use which mediated the effect of four categories of social‐cognitive constructs on condom use: attitudes, control perceptions, norms, and self‐representations. Socio‐ecological factors were classified into four categories: relational, individual differences, societal/structural, and community and peer influences. Each had direct and indirect effects on condom use in the model, reflecting the non‐conscious and conscious pathways to action, respectively. Conclusion We expect our integrated model to provide an evidence‐ and theory‐based guide to future research examining the antecedents of condom use in young people in SSA. We also anticipate it will assist in developing targets for interventions that will be effective in promoting condom use in this population.