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Introduction Localized provoked vulvodynia is a common sexual health condition for which there is a lack of consensus on effective management, even though it can have a significant negative impact on psychological wellbeing, sexual functioning, and quality of life for women and their partners. Aim To map the research landscape related to the effectiveness/efficacy of psychological treatments for localized provoked vulvodynia, identify gaps, and make recommendations for future research. Methods We used Arksey and O'Malley's approach to conducting a scoping review to identify, organize, and summarize research published between 2010 and 2023 that investigated the efficacy or effectiveness of interventions in the management of localized provoked vulvodynia. Inclusion and exclusion criteria and the search strategy were developed by subject experts in collaboration with a health sciences librarian. A PubMed search used controlled vocabulary and keyword terms relating to vulvodynia, which were then translated into other databases. Studies not published in English or French were excluded. We did not consider other subsets of vulvodynia. Articles were uploaded to Covidence, duplicates removed, and titles and abstracts screened. The remaining articles were subject to a 2-person, independent full-text review followed by a hand search of eligible articles. All intervention studies were included regardless of the study design. Study details were reported narratively and analyzed. Main Outcome Measures Of the 88 included articles published between January 2010 and March 2023, 15 reported on the efficacy/effectiveness of psychological treatments for localized provoked vulvodynia, including group educational seminars, cognitive behavioral therapy, acceptance and commitment therapy, and somatocognitive therapy. Results Cognitive behavioral therapy was the most common form of psychological treatment studied (n = 7) with interventions for both individuals and couples. Education about the condition and the therapeutic process was a component of many interventions. Psychological therapies may be of some benefit, but only 1 RCT evaluating the efficacy of acceptance and commitment therapy appeared adequately powered to demonstrate improvement in dyspareunia. Studies sampled homogenous patient populations, primarily consisting of White, urban-dwelling, educated, partnered, heterosexual cis-women. Conclusion Evidence of efficacy/effectiveness, drawn mainly from small studies, is promising and highlights opportunities for more robust studies with heterogeneous populations, more research on the role of education in treatment success, and greater attention to assessing patient-driven outcomes in partnered and unpartnered women. [ABSTRACT FROM AUTHOR]

Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age.

Introduction: Localized provoked vulvodynia (LPV) is a prevalent sexual health condition with significant negative impacts on quality of life. There is a lack of consensus regarding effective management. Methods: We used Arksey and O'Malley's five-step method to identify, collate, and evaluate literature published between 2010 and 2023. The scoping review investigated the efficacy or effectiveness of interventions in the management of LPV. The aim of this paper is to map the literature on the efficacy or effectiveness of physical interventions. Results: The review produced 19 primary studies of physical interventions for LPV. These include acupuncture, laser therapy, physiotherapy, transcutaneous electrical nerve stimulation, low-intensity shockwave therapy, transcranial direct current stimulation, and vestibulectomy. Conclusion: Published studies that investigated a range of physical treatments for LPV showed some positive effects, except for transcranial direct-current stimulation. The remaining modalities demonstrated improved sexual pain and treatment satisfaction, when measured. Findings were mixed for non-sexual pain. There was insufficient evidence to draw conclusions regarding other outcomes. Researchers are encouraged to conduct larger, high-quality studies that sample more diverse patient populations and use patient-oriented outcomes to assess effectiveness of physical modalities. [ABSTRACT FROM AUTHOR]

Introduction: Localized provoked vulvodynia (LPV) is a chronic condition characterized by pain in the vulvar vestibule, which can be provoked by pressure or touch and which is not tied to a clear underlying cause. Research into the etiology of and most appropriate treatment strategy for LPV is still limited.Methods: Using Arksey and O'Malley's model for scoping reviews, we evaluated the research question: what is the current evidence regarding the efficacy/effectiveness of multimodal or interdisciplinary interventions for the treatment of LPV? We collated and analyzed articles from 2010 to 2023 to capture the current research landscape.Results: Our review identified 27 studies, which either compared treatments between classes (eg pharmacologic versus psychologic modalities) or described interdisciplinary treatment programs. We identify several trends in the literature. First, outcome measures are inconsistent between studies, often unvalidated, and may not adequately mirror patient concerns. Second, the absence of appropriate comparator groups in many studies restricts providers' ability to appraise which treatments may be most efficacious. Third, selection bias and demographic homogeneity limit generalizability. Finally, we highlight the need for head-to-head trials of vestibulectomy with other treatments considered first line for vulvodynia management.Conclusion: There is insufficient evidence to suggest the superiority of one treatment modality for LPV relative to others or to recommend a particular interdisciplinary management strategy. Future research should use a head-to-head design where sham control is impossible, incorporate patient-centered outcome measures, and investigate impacts of treatment among diverse samples of LPV patients. [ABSTRACT FROM AUTHOR]

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Introduction: Telepharmacy has the potential to enhance pharmacy services in oncology care, especially in remote areas. This scoping review explored the range, critical benefits and barriers of using telepharmacy services in oncology care. Methods: The scoping review followed the Arksey and O'Malley's five-stage framework to identify available evidence. PubMed, CINAHL, Embase, PsycINFO, Ovid MEDLINE and Scopus databases were searched for original research published between 2010 and 2020. The five dimensions of the Alberta Quality Matrix for Health were used to analyse reported outcomes. Results: Eligible articles (n = 21) were analysed. Telepharmacy in oncology care was used for follow-up, monitoring and counselling, intravenous chemotherapy and sterile compounding, expanding availability of pharmacy services, and remote education. Telepharmacy obtained high acceptability among cancer patients (n = 5) and healthcare professionals (n = 5), and increased accessibility of pharmaceutical services to underserved cancer populations (n = 2). Commonly cited effectiveness and safety outcomes were improved patient adherence (n = 5), increased pharmacy services (n = 3) and early identification of medication-related problems (n = 5). Telepharmacy improved efficiency in staffing and workload (n = 3), and increased cost savings (n = 3). A shortage of resources (n = 5), technical problems (n = 4) and prolonged turnaround time (n = 4), safety concerns (n = 2) and patient willingness to pay (n = 1) were identified barriers to implementing telepharmacy in oncology care. Discussion: Despite evidence pointing to the advantages and opportunities for expanding oncology pharmacy services through telepharmacy, certain challenges remain. Further research is needed to investigate safety concerns and patient willingness to pay for telepharmacy services. [ABSTRACT FROM AUTHOR]

Describes ongoing research engaged in an antiracist critique of transcultural nursing theory (TCN). TCN's core theme of cultural sensitivity organizes and reproduces White racial identity as a dominant but invisible presence in nursing texts. The research will test an instrument that supports nursing faculty and students in examining unproblematized assumptions about cultural diversity and social difference. Contains 31 references. (SV)

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L'auteure trace le demantelement des mesures d'equite et en discute les implications sur l'education, surtout chez les enseignantes et les etudiantes. Picture yourself in a room with 15 women learning [...]

Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age. [ABSTRACT FROM AUTHOR]

Building social inclusion was the primary theoretical and practice goal of a group of researcher/academics who partnered with lone mother research assistants in participatory action research. One outcome was the creation of a video recording that was based on a day in the life of a lone mother receiving income support. The work of creating and sharing the video recording became the lightning rod that focused the partners’ attention on the complexities of negotiating power in the well-intentioned but problematic struggle to reconstruct stories about lone mothers. The distinct voices of individual authors are honored in this shared story about our journey. [ABSTRACT FROM AUTHOR]