Bakgrund: Bröstcancer är en folksjukdom som med hjälp av högteknologi går att upptäcka i tidigt skede. Avancerad bröstcancer är det sista stadiet (IV) i sjukdomsutvecklingen, vilket innebär att cancern har spridit sig i andra delar av kroppen. Kvinnor med avancerad bröstcancer behandlas palliativt. Sjuksköterskan har en viktig roll för att lindra lidandet och erbjuda en lindrande vård men det behövs kunskapsökning för att erbjuda vård som utgår utifrån kvinnors behov. Syfte: Syftet med denna studie var att beskriva kvinnors upplevelser av att leva med avancerad bröstcancer. Metod: En litteraturöversikt av åtta kvalitativa artiklar samt en artikel med en kombination av kvantitativ och kvalitativ ansats. Resultat: Två huvudkategorier identifierades; förändrad livssituation och utlämnad åt sig själv med sex underkategorier. Konklusion: Resultatet visar att kvinnor med avancerad bröstcancer är i behov av att få lämplig och stödjande information från sjukvårdspersonalen för att kunna hantera sjukdomen. De önskar gruppstöd från kvinnor som har diagnosen avancerad bröstcancer. / Background: Breast cancer is a global disease that with technology can be discovered at an early stage. Advanced breast cancer is the last stage (IV) of breast cancer, which means the cancer has been spread in to other parts of the body. The registered nurse has an important role in alleviating the suffering women with breast cancer undergo. Therefor it is important to have knowledge in order to provide the necessary care that is based on each women’s needs. Aim: To describe womens’ experience of living with advanced breast cancer. Method: A literature review of eight qualitative articles and one article that had combined both qualitative and quantitative approach. Result: Two main categories identified; changed life situation and left by themselves with six subcategories. Conclusion: There is a need to get an appropriate information and an increased support from healthcare, in managing the disease. The women wish for establishment of group supports that has its focus on advanced breast cancer.

Abstract Background: 36,9 millions of people are today living with the Human immunodeficiency virus (HIV). Every year 400-500 new cases of HIV occur and today approximately 6,500 people live with the disease in Sweden. Getting a chronic disease can mean a changed life situation for the affected person and the society tends to stigmatize people living with HIV. Purpose: To describe people's experiences of living with HIV. Method: A literature study with descriptive design was produced and 12 scientific qualitative articles from the database CINAHL were included in the content of the study. Findings: Four main themes were identified for the study's findings: Getting the diagnosis of HIV, Relationships, Difficulties and Negative Emotions, and Changed Perspectives and Positive Emotions. Some participants in the study experienced difficulties living with HIV. In connection with newly discovered HIV diagnosis, many feelings and reactions could arise. Lost hopes, guilt and shame were common experiences of people living with HIV. Fear existed over how family, friends and society would look at them differently. Some people experienced a negative response from healthcare professionals, while some found healthcare professionals as an important support. Some people initially felt feelings of hopelessness and looked at their illness as a death sentence, but over time they got a changed perspective with increased understanding and could instead see bright on the future. Conclusion: Different experiences emerged from living with HIV. Getting the diagnosis of HIV could create devastating feelings for the affected person, but through different kinds of support and strategies, people could have a more positive view of life. Experiences of being treated differently in health care and from their environment could be a great strain in their daily life. In the nurse's work it is therefore important to provide people with HIV as well as relatives with adequate information about the disease and work for person-centered care.

Background: Previous research shows that language barriers can make it difficult for patients and nurses to communicate and understand each other. Communication enables patients to express their suffering to nurses, but language barriers can prevent this and thus affect the nurse-patient relationship. Although there are language barriers, nurses can create trust by showing willingness to care. The purpose: The aim of the study is to describe nurses' experiences of how language barriers affects the nurse-patient relationship. The method: A qualitative systematic literature study with a descriptive synthesis. Results: The result presented two themes and four sub-themes. The theme Willingness to do good contained sub-men A willingness to care and To receive support to promote communication. The theme Obstacles in caring contained sub-men An emotional distance and Does not understand. Conclusion: Language barriers, on the one hand, were found to limit the possibility of establishing a nurse-patient relationship, on the other hand, a nurse-patient relationship could develop into a caring relationship despite language barriers. Interpreters were necessary to be able to make contact with the patients, while being able to create a distance between the nurses and the patients.

Esta dissertação tem como objetivo analisar a relação que arte-educadores fazem entre suas experiências formativas e atuação profissional. Para isso, discutiu-se o conceito de experiência trazido por Dewey (1974), Larrosa (2001) e Josso (2010). Entrevistamos quatro professores de Artes da região de Campinas acerca de sua formação inicial, formação continuada, prática docente, experiências formativas e vivências escolares. Abordando essas narrativas pessoais com o método do Image Watching (OTT, 1997) discorremos sobre as falas de professores, encontrando semelhanças e diferenças. Articulando as narrativas com a bibliografia estudada, propomos uma reflexão acerca das vivências destes professores, sujeitos das experiências relatadas. Além de uma autorreflexão sobre as práticas de cada arteeducador. / The aim of this thesis is to analyze the relations set by the art educators between their formative experiences and their professional performance. In order to reach this goal, it was discussed the notion of experience brought by Dewey (1974), Larrossa (2001) and Josso (2010). We interviewed four Art teachers, who live in the Campinas surroundings, about their initial formation, their continuous formation, their work as teachers, their formative experiences and their school experiences as well. By approaching those personal narratives using the Image Watching methodology (OTT, 1997), we narrated the teachers\' ways of speaking and we were able to find similarities and differences. After we articulated the narratives with the bibliography studied, we would like to propose a reflection about the life experiences of the referred to teachers, who are the main subjects of the experiments narrated hereby, as well as a self reflection on the practices of each art educator.

Eating disorders remain extremely difficult to treat and investigation has revealed that manual-based eating disorder treatment outcomes have failed to improve over the second half of the last century. Various studies have observed that clinicians use evidence-based treatments for eating disorders inconsistently and often exclude fundamental theoretical techniques. Some argue that this departure from evidence-based practice may in some cases be the efforts of clinicians to develop methods more sensitive to real world situations. It stands to reason that some of the techniques currently being used by clinicians are promising treatment approaches. The purpose of this study was to explore the therapeutic process of a select group of clinicians at one eating disorder treatment center. Semi-structured interviews were conducted with 16 clinicians. A hermeneutic analysis of the interview transcripts revealed a common treatment approach with nine areas of focus: (a) stabilizing behaviors, (b) relationship building, (c) providing education, (d) increasing motivation, (e) challenging cognitions, (f) understanding emotions, (g) finding purpose and meaning, (h) improving body image, and (i) preventing relapse. Insights acquired from the clinicians in this study could contribute to the development of more effective treatments for clients with eating disorders.

There have been numerous investigations seeking to quantify the experience of parents raising adolescents of autism, but remarkably few have looked at the total experience qualitatively, as reported by parents. The present study was conducted along with a larger study for adolescents with autism participating in the PEERS® social skills group intervention, which includes simultaneous parent sessions. This study analyzed comments made in the parent group, identifying the issues parents reported spontaneously through a qualitative analysis of 12 unstructured hour-long sessions including parents (n = 16) and graduate student clinicians. The purpose of this investigation was to explore the meaning and experiences of these parents to gain increased understanding about the needs of both parents and adolescents with autism. Themes resulting from the hermeneutic analysis of these videos focused on the adolescents and their "spark," a term coined by the parents denoting the unique strengths of their children, the values they share with the family, the impact of autism on the family, lack of self-awareness, being included and finding "one good friend." There was also a strong theme of the parents seeking support from one another. Finally, the parents spoke often of planning for/hoping for the future and what it may bring for their adolescent with autism. These themes can help describe the challenges/successes of parenting an adolescent with autism. This study provides some direction for further research to inform supports for parents whose children are approaching or are in the midst of adolescence with autism. Some other findings in our study were that parents are very concerned about acceptance of family values by their adolescent. Future studies can explore further what parents' needs are and how clinicians can help them.

In a patriarchal society where women are viewed as a weaker sex and are compelled by ideology and social norms to attach themselves to men through romantic relationships and the institution of marriage, how do never-married women fare? In particular, how do never-married women over the age of 30 navigate a social world where there is constant pressure to marry? This study explores the social experiences of never-married women over 30 residing in Eastern Tennessee. Thirty never-married women completed a structured personal interview and an online survey was completed by 14 never-married women (ages 30-45) currently residing in Eastern Tennessee. The structured interview and survey focused on key variables associated with the interpersonal relationships, identities, social perceptions, and internet-based social networking (MySpace, Facebook, etc.) of never-married women.

Many Native American students face challenges when entering and attending institutions of higher learning. For Native Americans, seeking postsecondary education frequently means overcoming hurdles, such as inadequate college preparatory courses work, economic hardships, leaving Native American communities behind and acclimating to the expectancies and values of a dominant culture. These barriers often result in Native American college students leaving college early or failing to graduate. One solution to this problem has been the creation of Tribal colleges where Native American students are able to practice their cultural traditions and preserve tribal values, while at the same time developing skills to become successful college students. The Tribal colleges’ curricula and delivery methods foster more cooperative learning activities rather than academic competition, present the study of natural phenomena through direct observations, and permit cultural research regarding Native American history and language. A survey was distributed to all enrolled members of the Eastern Band of Cherokee Indian (EBCI) college students to compare the experiences of those attending Tribal and non-tribal colleges. The results of the survey provided data for a nonexperimental quantitative study that addressed 18 research questions in an effort to determine whether there is a significant difference between the educational experiences of EBCI college students who attend non-tribal institutions and those who attend Tribal colleges. In particular, there was a focus on three domains: student viewpoints on separation and alienation from their tribal community; tribal community connections; and individual perceptions of success. A comparison of the experiences by gender between students attending Tribal versus non-tribal colleges was made. The researcher used the Native American Collective Orientation and Pursuits in Education Scale (NACOPE) survey results as determinants of the college students’ experiences. The findings of this study indicated there were no significant differences between the experiences of EBCI students who attended either Tribal or nontribal colleges. In addition, there were no significant differences when gender and type of college were considered. However, there were significant differences in those attending Tribal and nontribal colleges regarding some dimensions. Students in both groups had significantly higher survey scores than the median test value on the NACOPE in three areas. These higher scores were observed in their overall experiences being reported as positive; feelings of community connectedness to their home tribe; and less feelings of separation and alienation on their college campuses.

Individuals exposed adverse childhood experiences (ACEs) are at increased risk of developing chronic illnesses in adulthood including heart disease, cancer, diabetes, and chronic pain. A relationship between ACEs and health risk factors contributing to chronic disease such as smoking, obesity, and sedentary lifestyle has also been established in prior literature. There is evidence that higher that individuals in forensic inpatient mental health samples are disproportionally exposed to ACEs, which may increase odds of chronic disease development. Despite this evidence, little research has examined the prevalence of ACEs and relationships between ACEs and chronic health conditions and risky health behaviors in this population. This study evaluated these variables using archival data collected as part of a large interdisciplinary study from a forensic psychiatric facility. A list of clients (N=182) meeting inclusion criteria was randomly generated and a comprehensive record review was used to ascertain ACE scores and rates of health-risk behaviors and chronic conditions. Findings offered support for increased rates of childhood adversity and a significant relationship between ACE scores and health-risk behaviors within a forensic inpatient mental health population. However, relationships between ACEs and chronic illnesses and health-risk behaviors and chronic illnesses failed to reach significance. The lack of significance in these relationships suggests that ACEs are less singularly predictive of chronic illness within this population and instead different factors may drive the development of chronic illness.

Adverse childhood experiences (ACEs) are events that take place during one’s youth that may be stressful or traumatic (Adverse Childhood Experiences, 2017) and a strong focus within this body of knowledge has been on the experiences of childhood neglect and abuse. Emerging adulthood is a distinct developmental phase of the life course characterized by extensive self-exploration and consideration about the future (Arnett, 2000). Given that identity exploration continues to be important during emerging adulthood, it is important to study ACEs and the effects they have on the emerging adult who is making decisions regarding their future. Much of the literature on ACEs has been dedicated to establishing the relationship between ACEs and negative health outcomes. For instance, research has shown that ACEs have been linked to increased risks for suicide attempt and ideation throughout one’s lifespan (Sachs-Ericsson et. al, 2016) and has also been associated with feelings of anxiety (Briggs & Price, 2009), guilt (Kaess et. al, 2013), and depression (Briggs & Price, 2009). Therefore, ACEs and negative health outcomes have already been strongly confirmed. The positive psychology movement (Seligman & Csikszentmihalyi, 2014) has brought to scholars’ attention the need to expand on conceptualizations of what it means to be doing well. Specifically, it is no longer sufficient to define optimal well-being only in terms of the absence of negative outcomes. In order to assess holistic well-being, consideration must also be given to positive factors. A recent review of the literature yielded no studies that have explored the presence, or absence, of positive well-being factors in conjunction to negative health outcomes among those having experienced ACEs. In order to obtain a true understanding of holistic well-being at critical developmental junctures, the current study moves beyond a sole focus on pathology by also considering how life satisfaction and subjective happiness manifest during emerging adulthood in relation to ACEs. Data on 284 participants were collected and analysis is forthcoming. Participants were recruited through the use of physical flyer postings, social media advertisements, and through Amazon’s Mechanical Turk (mTurk) system. Regression analysis and bivariate assessments will be used to explore the relationship between ACEs and depression, anxiety, life satisfaction, subjective happiness, and survivor’s guilt. Findings will be discussed in terms of broadening our understanding of the impacts to holistic well being for as related to ACEs during a rather critical and busy developmental juncture, emerging adulthood. Moving beyond pathology-focused models will expand on professional practice by utilizing frameworks embedded within a strengths-based approach. Educators, advocates, practitioners, and clinicians can utilize this this knowledge to enhance their work with clients and the services provided.