"I Will Not Be Defined by This. I'm Not Going to Live Like a Victim; It Is Not Going to Define My Life": Exploring Breast Cancer Survivors' Experiences and Sense of Self.

A life-threatening disease such as breast cancer with its pervasive nature of uncertainty can lead to feelings of disempowerment. Nonetheless, survivors may reconstruct their identity within optimism and a celebration of a new self. In this qualitative constructionist study, we explored survivors' experiences, meaning-making, and identity transformation. Semi-structured interviews were undertaken with 11 women who identified as breast cancer survivors. Participants were aged 35 years old or above and were in post-diagnosis for at least 3 years. Interview data were collected and analyzed using thematic techniques. We identified three master themes: Diseased Self, focused on emotional distress and the presentation of a façade; Coping Self, explored resilience and post-traumatic growth; and Transformed Self, engaged in presentations of self-image, meaning-making, and psychological ownership addressing survivorship and empowerment. The findings may be used to inform guidelines and support for cancer survivors considering the impact of diagnosis, treatment, and post-treatment experiences on self-identity.

Introducing the Martial Arts Inventory: Quantifying Student Training Experiences for Quality Control and Evidence of Efficacy.

There is a need for a questionnaire that quantifies what students actually experience during martial arts (MA) training. Although no such measure exists, having one would allow researchers to identify the specific components of the MA training experience that may benefit participants' health outcomes, and permit MA training organizations to implement control and consistency measures. In this article we report the development and psychometric properties of the Martial Arts Inventory (MAI). This study comprised three phases: (a) question development, (b) exploratory factor analysis (EFA), and (c) a correlational validity demonstration. We developed a 106 item questionnaire and then used exploratory factor analysis (n = 252) to extract eight distinct factors (meditative training, respectful discipline, positive training environment, streaming, training behaviour, heavy training, goal orientation, and physical challenge) that were represented by 48 items. We demonstrated convergent validity through positive correlations between this questionnaire and measures of both self-regulation and mindfulness. As a first of its kind instrument, the MAI has the preliminary psychometric basis to be used by researchers and clinicians for measuring the consistency of student experiences across MA schools, and for exploring the efficacy of MA training for various applications, including participant psychosocial health outcomes. Additionally, further refinement and validity testing of this tool will be needed.

Stressors and rewards experienced by men in nursing: A qualitative study.

This study explored men's experiences in nursing. A qualitative research design was utilized to examine (a) the stressors experienced by male nurses, (b) the strategies male nurses use to cope with these stressors, (c) the factors that motivate men to pursue a career in nursing and (d) what motivates men to remain in the profession. Six participants were conveniently and purposively selected from a range of nursing positions including cardiac, intensive care unit, theater, and general nursing to participate in semi-structured interviews detailing their experiences. Thematic analysis of the interview data revealed that male nurses still experience gender role conflict, feelings of exclusion, and numerous other stressors working in a female-dominated occupation. Despite these challenges, participants reported that they experienced a great sense of satisfaction in their nursing careers. Further development of educational programs aimed at challenging and breaking down the perceived social stigma regarding men entering the profession may assist in recruiting more men into nursing roles. At a broader policy level, the development of more effective strategies to prevent and manage stress may assist health care agencies to deliver more gender diverse care and retain more men in the profession.

"More than a diet": A qualitative investigation of young vegan Women's relationship to food.

One's relationship to food is an important factor that can contribute to wellbeing but can also lead to eating disturbances. Research in this area has linked vegetarianism and veganism to disordered eating. However, through social media, many young women have recently started to share their vegan experiences with many highlighting the role that veganism may have on promoting a 'healthier' psychosocial relationship to food. The current study aims to qualitatively explore the role that veganism plays in young women's wellbeing and relationship to food. Participants were ten young vegan women aged 18 to 25. Semi-structured interviews were analysed using Interpretative Phenomenological Analysis (IPA). These women were found to passionately engage in a vegan lifestyle, as opposed to just a vegan diet, which appeared to have a number of positive effects such as a healthier lifestyle, a stronger sense of control and agency, more meaningful social relationships, and a sense of connection to a vegan sub-culture. Through veganism, many of the women transitioned from social disconnection and a focus on body image, to a stronger emotional (empathic), cognitive (knowledge of animal cruelty and healthy eating), and behavioural (diet and consumption choices, connections with others) investment in their social worlds. We suggest that the healing potential of veganism, is derived from this passionate investment of the self that redefines young women's ways of being in the world. The healing benefits of engaging in a vegan lifestyle may have clinical significance for working with young women who are socially disengaged or who are at risk of disordered eating.

Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects.

BACKGROUND: Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. METHOD: This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). RESULTS: Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. CONCLUSION: These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to value this student diversity in the same client centred manner that students are asked to develop clinically.