Employing the concepts of lifeworld (Lebenswelt) and system as primarily discussed by Edmund Husserl and Jürgen Habermas, this dissertation argues that the lifeworlds of Anglo-Indian and Goan Catholics in the Greater Toronto Area have permitted members of these communities to relatively easily understand, interact with and manoeuvre through Canada’s democratic, individualistic and market-driven system. Suggesting that the Catholic faith serves as a multi-dimensional primary lens for Canadian Goan and Anglo-Indians, this sociological ethnography explores how religion has and continues affect their identity as diasporic post-colonial communities. Modifying key elements of traditional Indian culture to reflect their Catholic beliefs, these migrants consider their faith to be the very backdrop upon which their life experiences render meaningful. Through systematic qualitative case studies, I uncover how these individuals have successfully maintained a sense of security and ethnic pride amidst the myriad cultures and religions found in Canada’s multicultural society. Oscillating between the fuzzy boundaries of the Indian traditional and North American liberal worlds, Anglo-Indians and Goans attribute their achievements to their open-minded Westernized upbringing, their traditional Indian roots and their Catholic-centred principles effectively making them, in their opinions, admirable models of accommodation to Canada’s system.

Employing the concepts of lifeworld (Lebenswelt) and system as primarily discussed by Edmund Husserl and Jürgen Habermas, this dissertation argues that the lifeworlds of Anglo-Indian and Goan Catholics in the Greater Toronto Area have permitted members of these communities to relatively easily understand, interact with and manoeuvre through Canada’s democratic, individualistic and market-driven system. Suggesting that the Catholic faith serves as a multi-dimensional primary lens for Canadian Goan and Anglo-Indians, this sociological ethnography explores how religion has and continues affect their identity as diasporic post-colonial communities. Modifying key elements of traditional Indian culture to reflect their Catholic beliefs, these migrants consider their faith to be the very backdrop upon which their life experiences render meaningful. Through systematic qualitative case studies, I uncover how these individuals have successfully maintained a sense of security and ethnic pride amidst the myriad cultures and religions found in Canada’s multicultural society. Oscillating between the fuzzy boundaries of the Indian traditional and North American liberal worlds, Anglo-Indians and Goans attribute their achievements to their open-minded Westernized upbringing, their traditional Indian roots and their Catholic-centred principles effectively making them, in their opinions, admirable models of accommodation to Canada’s system.

Sexuality is a sensitive topic in health care and is often interpreted through a natural scientific lens as just corresponding to sexual dysfunction and fertility problems. The purpose of this thesis was to describe sexuality and its outcomes in two cancer populations. Women with breast cancer and men with prostate cancer in all stages were invited to participate. In this thesis, these two populations are restricted to age groups between 45 and 65 years, since there are reasons to believe that younger people are more vulnerable to sexuality changes. Lifeworld, gender, and sexuality are three concepts of importance in this thesis and they are used from the viewpoint of nursing care. Phenomenological interviews (I, III) and focus group interviews (II, IV) were carried out with a total number of 46 informants. The EPP-method (Empirical Phenomenological Psychological) was used (I, III) in order to grasp the lived experience, and qualitative content analysis was used to analyse the seven focus groups (II, IV). The lifeworld experiences of those women and men were comparable. The changes brought by the cancer and its treatment were a threat to their very existence, their existential base of knowledge had gone and alienation occurred (I, III). For the women, this was illustrated through the metaphor of a bird which is pinioned and unable to fly anymore. For the men it was expressed in the essential meaning “to lose the elixir of life”. Both women and men suffered, sexuality changed from one day to another and they handled it individually. Changed body appearance, and feeling old and unattractive were, for the women, the dominating features, whilst for the men changed desire and erection problems were their main concerns. The findings from the group discussions (II, IV) elucidate the gendered differences in these two contexts. The aim of the women was to look healthy and attractive and for the men the ability to have an erection was important. Neither of these two groups of people was able to meet their aims. On the other hand, being diagnosed with a life-threatening disease they were not in a position to claim preserved sexuality. This opens up existential questions that need to be confirmed in health care. To succeed in this, a change of perspective is required in health care. It should be possible to use human science to the same extent as natural science in health care.

Employing the concepts of lifeworld (Lebenswelt) and system as primarily discussed by Edmund Husserl and Jürgen Habermas, this dissertation argues that the lifeworlds of Anglo-Indian and Goan Catholics in the Greater Toronto Area have permitted members of these communities to relatively easily understand, interact with and manoeuvre through Canada’s democratic, individualistic and market-driven system. Suggesting that the Catholic faith serves as a multi-dimensional primary lens for Canadian Goan and Anglo-Indians, this sociological ethnography explores how religion has and continues affect their identity as diasporic post-colonial communities. Modifying key elements of traditional Indian culture to reflect their Catholic beliefs, these migrants consider their faith to be the very backdrop upon which their life experiences render meaningful. Through systematic qualitative case studies, I uncover how these individuals have successfully maintained a sense of security and ethnic pride amidst the myriad cultures and religions found in Canada’s multicultural society. Oscillating between the fuzzy boundaries of the Indian traditional and North American liberal worlds, Anglo-Indians and Goans attribute their achievements to their open-minded Westernized upbringing, their traditional Indian roots and their Catholic-centred principles effectively making them, in their opinions, admirable models of accommodation to Canada’s system.

Sexuellt våld drabbar en stor del av den kvinnliga befolkningen i världen och ger allvarliga konsekvenser där posttraumatiskt stressyndrom (PTSD), depression och känslor av skuld ofta ses. Livsvärld definieras som den subjektiva värld en människa erfar vid exempelvis förändringar som sker i livet. Syftet med denna litteraturstudie var att beskriva kvinnors livsvärld efter sexuellt våld. Studien genomfördes som en allmän litteraturöversikt där sju vetenskapliga artiklar granskades, kodades och tematiserades. I Kvinnors förändrade livsvärld framkom att kvinnorna fortfarande var kvar i traumat, att kvinnorna förlorat sin samhörighet när de känt skam över händelsen, att kvinnorna hade känslor av kränkning och hade olika inställning till livet efter det sexuella våldet. I Kvinnors livsvärld vid avslöjande upplevde kvinnorna ett hot mot jaget genom att de inte blivit bekräftade eller förbisedda vid ett avslöjande men också att de kunde få en känsla av tillhörighet när de fick stöd från familjen eller samhället vid ett avslöjande. Sjuksköterskan kan med sin övergripande kunskap om kvinnors livsvärld lindra lidandet samt underlätta tillfrisknandet för de som utsatts för sexuellt våld. För att stötta sjuksköterskor rekommenderas vidareutbildning med mer förståelse för kvinnors livsvärld inom olika vårdinrättningar samt att riktlinjer tydliggörs och nyttjas. / Sexual violence affects a large proportion of the female population and causes serious consequences like post-traumatic stress disorder (PTSD) and depression. The lifeworld is defined as the subjective world the person experiences and can describe feelings after a certain event. The aim of this literature study was to describe the lifeworld of women after sexual violence. A general literature review was conducted where seven scientific articles were analyzed and thematized. In Women's changed lifeworld , women were still in trauma, women lost their affinity when they felt ashamed of the incident, the women had feelings of violation, and had different attitudes to the life after sexual violence. In Women's lifeworld upon disclosure, women experienced a threat to the self, because they were not confirmed or overlooked when disclosing, but also that they could have a sense of belonging when they received support from the family or society when disclosing. The nurse, with overall knowledge of the lifeworld can alleviate suffering and facilitate recovery for women who are victims of sexual violence. To support nurses, further training in understanding women’s lifeworld is recommended in various healthcare establishments and guidelines need clarification and utilization.

Background: The most common cause of death in the world today are diseases related to poor diet and lifestyle. As diet and its impact on disease becomes more recognized, nurses needs to assess this and be able to support patients if they wish to modify their diet because of disease. Therefore, nurses need to have a good understanding regarding how patients experience changes in diet due to disease. Aim: The aim of the study is to describe patients experiences of amending diet because of disease. Method: Method of usage was a literature study. The qualitative studies were analysed using a five step model. Results: The results were derived into three themes and six sub-themes - Motivation to change diet with the sub themes fear that motivates and obstacles of motivation - Support from surroundings with the subthemes being understood and insufficient understanding - The need of knowledge with the sub themes coming to insight and receiving information. Conclusion: The results showed that patients often experience fear for their illness and their life which also makes them more determined to change diet. Amending diet is not always simple due to habits and customs. The support from surroundings are important when changing diet. Knowledge and being informed makes it easier for patients to change diet and patients also requests more information on disease and diet from their healthcare personnel.

Employing the concepts of lifeworld (Lebenswelt) and system as primarily discussed by Edmund Husserl and Jürgen Habermas, this dissertation argues that the lifeworlds of Anglo-Indian and Goan Catholics in the Greater Toronto Area have permitted members of these communities to relatively easily understand, interact with and manoeuvre through Canada’s democratic, individualistic and market-driven system. Suggesting that the Catholic faith serves as a multi-dimensional primary lens for Canadian Goan and Anglo-Indians, this sociological ethnography explores how religion has and continues affect their identity as diasporic post-colonial communities. Modifying key elements of traditional Indian culture to reflect their Catholic beliefs, these migrants consider their faith to be the very backdrop upon which their life experiences render meaningful. Through systematic qualitative case studies, I uncover how these individuals have successfully maintained a sense of security and ethnic pride amidst the myriad cultures and religions found in Canada’s multicultural society. Oscillating between the fuzzy boundaries of the Indian traditional and North American liberal worlds, Anglo-Indians and Goans attribute their achievements to their open-minded Westernized upbringing, their traditional Indian roots and their Catholic-centred principles effectively making them, in their opinions, admirable models of accommodation to Canada’s system.

When students learn caring during clinical practice, the usual point of departure is thatcaring and learning coexist, as separate and parallel phenomena. There is, however, a needto study how caring and learning relate to one another, as well as when and how theyconverge. The aim of this dissertation is to describe how caring and learning converge inthe encounters between students and patients, in a dedicated educational unit withinpsychiatric care, as experienced by students, patients, and supervisors. Describing howsupervisory support can facilitate this is another aim. A reflective lifeworld approach basedon phenomenological philosophy has been applied. Data were collected through interviews,participant observations with follow-up interviews, and narrative diaries.The result shows that caring and learning converge in those encounters between studentsand patients which are characterized by reciprocity, wherein the patient’s narrative is thepoint of departure, complemented by the student’s listening and inquiring attitude. It ishere, that the desire for and pursuit of health and understanding, give the reciprocalinteraction power. The common desire of those involved to know, to become accustomedto the new and unfamiliar, as well as the presence of a feeling of responsibility for oneanother, create questions which in turn create opportunities wherein students and patientsare available to one another.The dissertation shows that learning in a caring context can be complex. Despite theirbeing prerequisites for one another, competition and conflicts can occur when the caringand learning perspectives are not equally attended to. When they are placed counter to oneanother, there is a risk that reciprocal interaction is hindered, which can cause loneliness forall involved. For convergence to occur most propitiously, those involved must exist in acaring and learning togetherness. Responsible and present supervisors are needed, whocreate possibilities for the perspectives to converge through maintenance and monitoring, sothat caring and learning receive equal space.A didactic concept has been developed based on the dissertation’s result, focusing on themeaning of creating forums where students’, patients’, and supervisors’ caringconsiderations and reflections can intertwine.

When students learn caring during clinical practice, the usual point of departure is thatcaring and learning coexist, as separate and parallel phenomena. There is, however, a needto study how caring and learning relate to one another, as well as when and how theyconverge. The aim of this dissertation is to describe how caring and learning converge inthe encounters between students and patients, in a dedicated educational unit withinpsychiatric care, as experienced by students, patients, and supervisors. Describing howsupervisory support can facilitate this is another aim. A reflective lifeworld approach basedon phenomenological philosophy has been applied. Data were collected through interviews,participant observations with follow-up interviews, and narrative diaries.The result shows that caring and learning converge in those encounters between studentsand patients which are characterized by reciprocity, wherein the patient’s narrative is thepoint of departure, complemented by the student’s listening and inquiring attitude. It ishere, that the desire for and pursuit of health and understanding, give the reciprocalinteraction power. The common desire of those involved to know, to become accustomedto the new and unfamiliar, as well as the presence of a feeling of responsibility for oneanother, create questions which in turn create opportunities wherein students and patientsare available to one another.The dissertation shows that learning in a caring context can be complex. Despite theirbeing prerequisites for one another, competition and conflicts can occur when the caringand learning perspectives are not equally attended to. When they are placed counter to oneanother, there is a risk that reciprocal interaction is hindered, which can cause loneliness forall involved. For convergence to occur most propitiously, those involved must exist in acaring and learning togetherness. Responsible and present supervisors are needed, whocreate possibilities for the perspectives to converge through maintenance and monitoring, sothat caring and learning receive equal space.A didactic concept has been developed based on the dissertation’s result, focusing on themeaning of creating forums where students’, patients’, and supervisors’ caringconsiderations and reflections can intertwine.

A starting point for this thesis is that patients’ learning has not received sufficient attention and thus has not featured in the study programmes in the field of caring. Focus has instead been placed on patients being given information and advice about their illness and treatment, advice that they are then expected to comply with. Too little attention has been paid to the individual who lives with his/her illness and who should be considered to have significant experiences. The overall aim has been to analyze and describe the phenomenon of learning to live with long-term illness as well as to develop a didactic model that can help carers to support patients’ learning processes. The theoretical perspective in the thesis is lifeworld theory, which permeates ontological, epistemological and methodological standpoints and also the view on learning. The design and carrying out of the research is based on a reflective lifeworld approach. The empirical study consists of interviews with people who live with different types of long-term illnesses. The learning that follows life with a long-term illness is generated in such a way as to respond to the will to live the well-known everyday life. A greater understanding of the empirical results has been achieved by a lifeworld philosophical elucidation, with a particular focus on learning turning points and the importance of reflection. Based on the empirical results, the lifeworld philosophical elucidation and the caring science lifeworld didactics a didactic model has been formulated. This model is entitled: The challenge – to take charge of one’s life with long-term illness. The model contains four theses: 1) Confronting one’s life situation and challenging to make a change, 2) Positioning oneself at a distance when creating a new whole, 3) Developing self-consciousness and taking responsibility, 4) Making learning visible with the aim of providing development and balance in life. The results in the thesis show that a genuine learning is something that differs from the learning of information and that the learning must be supported at an existential level based on the sufferer’s situation and for a long period of time.