<p>Low levels of on-task behaviors can be troublesome for both teachers and students leading to difficulties associated with regulating off-task and disruptive behaviors and providing continuous prompts. Research indicates that students with intellectual disabilities (IDs) frequently engage in off-task and disruptive behaviors (e.g., talking, sleeping, and making negative statements). According to teachers, the on-task behaviors of students with IDs are unsatisfactory due to a behavioral deficit; as a result, these students demand more individual time and attention from adults than their typically developing classmates. This dependence on external prompts can have negative consequences for students with IDs, including exclusion from general education classes and school dropout. Although empirical investigations to address on-task behaviors is limited in Türkiye, Turkish educators indicated that one of their primary concerns was to manage off-task behaviors of students with disabilities in their classrooms. General education classroom teachers also have suggested that special education classrooms were a better placement for students with IDs because of the need to manage off-task behaviors via one-on-one or small group instructional arrangements. As a result of these off-task issues, there is a need for interventions to assist teachers in improving on-task behaviors of students with IDs which may, in turn, promote the inclusion of these students into general education classrooms. </p> <p>  One such intervention is self-management. Self-management strategies in general and self-monitoring in particular have been found to be effective in enhancing on-task behaviors of students with IDs due in part to intrusiveness, adaptability, and reactivity impact. These interventions can also be used to promote inclusion because the responsibility of behavior management passes from the teacher to the student.This change in responsibility could leave teachers more time to teach instead of providing continuous prompts given the higher teacher-student ration in general education classrooms. Unfortunately, there are several limitations in self-management research in Türkiye including the following: (a) the implementation of self-management interventions to improve on-task behaviors has been prominently conducted with students with autism spectrum disorders (ASD) and learning disabilities (LD); (b) the vast majority of these interventions has been conducted in segregated settings such as special education classrooms in middle school settings; and (c) systematic planning in generalization and maintenance has been lacking or limited that have caused lack of generalization of increased on-task behaviors to other settings. Given that Türkiye has only two studies investigated self-management interventions with students with IDs, these interventions have similar concerns as Western countries including lack of investigations in general education classrooms and the absence of generalization and maintenance planning.  </p> <p>In the current data set, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve on-task behaviors of 4 students with IDs in general education classrooms in Türkiye. A single case multiple-baseline across participants design was used. Therefore, this study aimed to investigate (a) the magnitude of the effect of self-monitoring of the on-task behaviors of Turkish students with IDs, (b) the extent to which the on-task behaviors of Turkish students with IDs generalized and maintained after exposure to self-monitoring training, (c) the effect of self-monitoring on the academic behaviors of Turkish students with IDs, and (d) the relationship between the implementation of self-monitoring and teacher reports on changes in students’ on-task behaviors.  Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was <em>immediate</em>, <em>generalized</em> across settings, and <em>maintained</em> over long period of time. PCESimmediate was computed to be 1.14 with a significant effect. The overall impact of the Tau-<em>U</em> intervention was 1.00 CI95 (.705 to 1.00), with generalization and maintenance effects of 1.00 CI95 (.695 to 1.00) and 1.00 CI95 (.592 to 1.00), respectively. The total PCES values were determined to be 1.2 for high effectiveness, 1.08 for generalization, and 1.2 for strong effect maintenance. The classroom teachers’ overall classroom behavior ratings were also aligned with the increased on-task behaviors. Therefore, study findings suggested that self-management interventions that originated in the West can be implemented in diverse cultural contexts, specifically with Turkish students with IDs in inclusive classrooms. Implications for future studies are discussed.   </p>

Bakgrund: År 2020 diagnostiserades globalt 2,3 miljoner kvinnor med bröstcancer varav 685 000 kvinnor dog av sjukdomen och antal insjuknande förväntas öka. Cytostatikabehandling är en effektiv behandlingsmetod som kan upplevas utmanande för patienten.  Syfte: Syftet med studien var att belysa erfarenheter hos kvinnor med bröstcancer i samband med cytostatikabehandling och hur de hanterar dessa erfarenheter.   Metod: Litteraturstudie med nio kvalitativa vetenskapliga artiklar. Artiklarna har inhämtats från databaserna Cinahl, PubMed och APA Psycinfo. Analysen är genomförd med inspiration av Fribergs femstegsanalys.   Resultat: Analysen resulterade i tre kategorier och elva underkategorier. Kategorierna var ”att erfara och hantera fysiska biverkningar”, ”att erfara och hantera känslomässiga reaktioner” och ”att behöva och söka stöd”.  Konklusion: Cytostatikabehandling är inte endast kroppsligt påfrestande utan även känslomässigt och socialt. Det finns en stor variation av hanteringsstrategier, några är gynnsamma för patienten och andra mindre gynnsamma. Sjuksköterskan behöver således vara medveten om patientens självhantering och förstå var patienten kan hitta styrka och var stöttning kan behövas. Mer forskning behövs kring självhantering i samband de erfarenheter som framkommer vid cytostatikabehandling. / Background: In 2020, 2,3 million women were diagnosed with breast cancer globally, 685 000 died from the illness and the incidence is expected to increase. Chemotherapy is an efficient treatment method but can be experienced as challenging for the patient.   Aim: The aim of this study was to highlight the experiences of women with breast cancer in relation to chemotherapy and how they deal with the experiences.   Methods: A Literature study based on nine qualitative studies. The database search was conducted at Cinahl, PubMed and APA Psycinfo and analyzed with inspiration from the Friberg five-step model.   Results: The analysis resulted in three categories and eleven subcategories. The categories were “experiencing and managing physical side effects”, “experiencing and managing emotional reactions” and “needing and seeking support”.  Conclusion: Apart from physical effects, chemotherapy also affects the patient emotionally and socially. There’s a big variety of coping strategies, some are beneficial for the patient, and some are less beneficial. Nurses need to gain awareness of the patient's self-management to understand where the patient can find strength and where support is needed. More research is needed on self-management related to the experiences of chemotherapy.

Bakgrund: Den kroniska sjukdomen typ 2 diabetes är en sjukdom äldre och yngre insjuknar i och där allvarliga konsekvenser och höga kostnader för samhället medföljer. För att minska framtida komplikationer hjälper det att ta till sig egenvård och detta är möjligt med hjälp av en sjuksköterska. Sjuksköterskans roll är viktig för att uppmuntra den enskilde individen till delaktighet i sin vård och viljan att främja hälsan.       Syfte: Syftet med denna litteraturöversikt är att beskriva sjuksköterskans upplevelse av egenvården hos patienter med typ 2 diabetes.      Metod: Den valda metoden är litteraturöversikt som har utförts enligt Friberg. CINAHL Complete och PubMed är databaser som har använts i sökningen där tio vetenskapliga artiklar valdes för att användas till resultatet och identifikationen av teman.      Resultat: Tre huvudteman har identifierats i resultatet: Upplevelsen av kommunikation, Upplevelsen av kunskapens betydelse och Upplevelsen av kulturella utmaningar och andliga övertygelser.      Sammanfattning: Litteraturöversiktens resultat visade kommunikationen och kunskapens vikt men även de kulturella utmaningarna. Att kommunicera och utbilda är viktigt för att stödja egenvård och kunna utbilda. Vid kommunikations- och kunskapsbrist så upplevde sjuksköterskorna saknad av motivation och vilja att förstå bland patienter. Med de kulturella utmaningarna påvisade resultatet att religiösa och andliga övertygelse föredras i vissa kulturer. Men även att diabetes typ 2 är tabubelagd och stigmatiserad, vilket i sin tur påverkar patientens vilja att tillta kunskap och hjälp av sjuksköterskan. / Background: The chronic disease type 2 diabetes is a disease that affects older people and younger people, with serious consequences and high costs for society. To reduce future complications, it helps to adopt self-care which is possible with the help of a nurse. The nurse's role is important in encouraging the individual to participate in their care and the desire to promote health.      Aim: The purpose of this literature review is to describe the nurses’ experience of self-management in patients with type 2 diabetes.      Method: The chosen method is a literature review that has been carried out according to Friberg. CINAHL Complete and PubMed are databases that have been used in the search where ten scientific articles were selected for use in the results and the identification of themes.      Results: Three main themes have been identified in the results: The experience of the importance of communication, The experience of the importance of knowledge and The experience of cultural challenges and spiritual beliefs.      Summary: The results of the literature review showed the importance of communication and knowledge but also the cultural challenges. Communicating and educating is important to support self-care and be able to educate. In the event of a lack of communication and knowledge, the nurses experienced a lack of motivation and willingness to understand among patients. With the cultural challenges, the results showed that religious and spiritual beliefs are preferred in some cultures. But also that type 2 diabetes is taboo and stigmatized, which in turn affects the patient's willingness to gain knowledge and help from the nurse.

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