The problem of this study was to identify collaboration strategies, communication strategies, and barriers to collaboration through examining the strategies utilized by the American Red Cross Statewide HIV/AIDS Networks (SWANs). A cross-sectional, content analysis of documents from 41 American Red Cross SWANs was conducted. The collaborative strategies were catalogued utilizing five levels of collaborative involvement. Communication strategies used by the SWANs and barriers to collaboration were also analyzed. Frequencies and percentages of utilization by the S WANs were calculated. A chi-square test was used to compare the lower and higher levels of collaborative involvement and was found to be statistically significant (p < .05). The identified strategies and barriers can provide a database from which other groups involved in collaboration can select. Descriptive strategy examples are included. / Department of Physiology and Health Science

The General Medical Council has emphasised the importance of teaching communication skills to medical undergraduates. A two year follow-up study was undertaken, therefore, to assess the possible short-term and long-term benefits of the participation of cancer patients in communication skills training. Two hundred and forty nine third year students in the academic years 1992-1993 and 1993-94 received communication skills training (9 hours) in small groups: half the students were taught with patients who had cancer and the other half with patients who had another diagnosis. Each student was required to make a videotaped interview. These recorded interviews were evaluated by a trained rater. In addition, students completed a pre-course and post-course Attitude Questionnaire to assess their knowledge of and attitudes toward cancer and its management. Of the 1992-93 cohort of third year students, a sample of 54 students participated in the follow-up evaluation in fifth year. Fifty four Attitude Questionnaires were satisfactorily completed. All of the 54 students made a videotaped interview with a gynaecological cancer patient in a standardised setting. Each interview was rated independently by two raters. Analyses of the third year video recordings revealed differences in interview performance between the two groups. Following the course, between-group analyses and with-in group analyses identified various attitudinal differences. Analyses of the fifth year video recordings revealed that the interview performance of both groups had improved since their third year. However, those students originally taught with cancer patients were more likely to assess the impact of the symptoms on the patient's life. In addition, between-group and within-group analyses of the attitudinal data showed that both groups had retained positive attitudes with regard to the psychosocial aspects of cancer. These findings have implications for training medical undergraduates in communication skills.

Patient-doctor relationships between same-sex attracted women and general practitioners (GPs) have been presented as problematic in the literature. The problems arise from women’s concerns about the potential for negative attitudes amongst GPs. They also relate to GPs’ concerns about offending patients if they ask about sexual orientation due to the stigmatised nature of minority sexual orientation. As a result, disclosure of sexual orientation can be difficult and the patient-doctor relationship can be compromised. The aim of this study was to explore the nature of patient-doctor relationships in this context and how optimal relationships can be achieved. / Using a critical hermeneutic approach, I conducted in-depth interviews with 33 same-sex attracted women and 28 doctors. This included 24 pairs of people in a current patient-doctor relationship. I found that women commonly experienced silencing of their minority sexual orientation within general practice settings, but that this was occasionally desired and not problematic for some women and most GPs. For other women and for many GPs, the silence resulting from a lack of disclosure was a response to perceived risks to women’s personal identity and GPs’ professional identity. Few GPs asked directly about sexual orientation, placing the burden of responsibility for disclosure on same-sex attracted women. Building reciprocal trust could overcome the perceived risks inherent in revealing minority sexual orientation. I initially defined optimal patient-doctor relationships in terms of existing models of cultural competence and patient-centredness; however I found that such relationships were built on cultural sensitivity rather than cultural competence, and relationship-centredness rather than patient-centredness. / I developed a new model of sexual identity disclosure that demonstrated the key influences on disclosure of sexual orientation to GPs for same-sex attracted women. These influences were women’s sexual identity experience, risk perceptions, and the level of knowing within the patient-doctor relationship. The model depicts women’s range and fluidity of sexual identity experiences and challenges current assumptions that disclosure is essential for effective health care. The model has transformative potential for general practice education and research. It could assist GPs to understand that not all women desire disclosure, but that the majority of women are happy to disclose if asked. GPs would be encouraged to take note of the socio-political environment in which women live and its influence on women’s fears and actual experiences of discrimination. Finally, understanding the role of trust and reciprocal knowing in mitigating perceived risks would encourage GPs to focus more on relationship building. This could also assist GPs to overcome their own perceptions of risk and encourage them to broach the subject of sexual orientation, ultimately enhancing the patient-doctor relationship.

Thesis (M.A.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--Georgia State University, 2008. / Title from file title page. Leonard Teel, committee chair; Kathryn Fuller-Seeley, Holley Wilkin, committee members. Electronic text (158 p.) : digital, PDF file. Description based on contents viewed Nov. 18, 2008. Includes bibliographical references (p. 130-158).

Thesis (M.A. (Publishing))--University of Pretoria, 2000. / Summaries in English and Afrikaans.

Thesis (doctoral)--Uppsala universitet, 1995. / Summary in English. Includes bibliographical references (p. [231]-241).

Thesis (M.A. (African Language Studies)) - Rhodes University, 2009.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 321-350).

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed September 19, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.