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The purpose of the qualitative research study was to identify factors and challenges that led to insecure housing among rural residents in Manitoba, Canada. Using a case study approach, five participants and two key informants were interviewed. When the participants were asked about personal factors and challenges affecting housing insecurity in rural Manitoba, their responses were focused on past and current health issues. Health, including acute and chronic conditions, became the critical intersection of housing insecurity and rurality. Systemic barriers such as invisibility, stigma, and lack of access to healthcare services in the rural setting created additional challenges for participants who required assistance and support to obtain and maintain stable housing. Integration of and collaboration among health, housing, and social service providers and informal supports in the rural community are required to address housing insecurity. Rural communities tend to be unique, therefore, strategies and interventions to diminish or prevent houselessness need to be flexible, targeted, and community-specific. [ABSTRACT FROM AUTHOR]

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Background: Multiple events that occurred in the United States in early 2020 prompted a widespread response to address racism that exists within systemic and social structures. Third-year psychiatric nursing students at a small Western Canadian university answered the call to action by initiating a process to address racism within clinical and educational settings in their faculty. Methods: The researchers used collaborative autoethnography to examine the experience of students and faculty working collaboratively to create a Faculty of Health Studies antiracism action plan. Results: The reflections of the student and faculty researchers highlighted three major themes: what inspired the work of creating an antiracism action plan, doing the work, and lessons learned. Conclusion: Engaging in this research provided an opportunity to critically reflect on the process of students and faculty working together in establishing an antiracism action plan. [J Nurs Educ. 2022;61(8):461–468.] [ABSTRACT FROM AUTHOR]

Psychiatric nurses often experience associative stigma. Associative stigma may impact psychiatric nurses' views of their professional identity which ultimately impacts the health care of individuals experiencing mental health concerns. Very little research has been conducted on associative stigma in the western Prairie Provinces, including Manitoba. The authors conducted a secondary analysis on the results of an explanatory sequential mixed methods research study to determine if psychiatric nurses in Manitoba are influenced by associative stigma. Three themes were identified through this analysis, specifically: (1) the perception that RPNs are not "Real" Nurses; (2) lack of recognition of specialized training; and (3) working with a stigmatized population. Associative stigma was intertwined in all of the participants' narratives indicating a need to dismantle associative stigma. Strategies to enhance the public perception of psychiatric nursing and decrease associative stigma within the profession are described. [ABSTRACT FROM AUTHOR]

A study regarding the role and uniqueness of psychiatric nursing was conducted with 94 participants from Manitoba, Canada. The primary theme of comprehensive knowledge of mental health, mental illness, and addictions was foundational for the application of the sub-themes of therapeutic relationship, holistic approach, recovery orientation, stigma reduction, and advocacy for change. Values, beliefs, and attitudes towards people with mental illness and addictions need to be instilled in psychiatric nursing students throughout their educational program to provide high quality, compassionate, and safe care. Implications for incorporation of the theme and sub-themes into psychiatric nursing curriculum are described in the paper. [ABSTRACT FROM AUTHOR]

Using a reflective, self-study research design, this manuscript documents the core learnings that three undergraduate research assistants (URAs) and three faculty mentors (FMs) identified as they reflected on their learning after they collaborated on a funded, qualitative research study. The context of this study was a Canadian international branch campus in Qatar. Students were enrolled in an undergraduate nursing program and were hired as research assistants for a qualitative study of Qatari high school students. The URAs were required to engage in all aspects of the research process including fine tuning the research design, research ethics clearance, and dissemination of results. Following the original study, the URAs and FMs undertook a reflective process to analyze the core learnings regarding the collaborative experience. Research team members reflected on the following questions: What did you learn from your experience as an URA or FM? How did you learn this? Why does this have value? What was the most significant learning moment during your research assistant experience? The following themes emerged regarding participation in the research project: development of researcher identity; tensions and considerations about the process of research; and the role of research in terms of validating theory and application to practice. The FM themes that emerged were complexities regarding Western research processes and protocols in an international context, recognition of the influence of nationality as impacting opportunity, and issues related to predatory conferences. [ABSTRACT FROM AUTHOR]

Many Qatari families are opting to have their children educated at international schools with curricula based upon western thought and educational standards. Exploring the perceptions of Qatari adolescents as they are engaged in this experience provided an opportunity to uncover the phenomenon of Qatari ways of being as related to Western educational thought. A hermeneutic phenomenological approach was used to investigate the lived experience of Qatari adolescents attending gender integrated, international, secondary schools in Qatar. Nineteen participants took part in five gender segregated focus groups. Qatari Culture and Islamic faith were the primary themes that emerged and these interconnected with the sub-themes of family, identity, and respect. The participants shared common traits with Third Culture Kids. At times, school expectations, norms and values conflicted with traditional family values, practices and culture, but participants saw the cross-cultural value in attending international schools. [ABSTRACT FROM AUTHOR]