Explore the vast range of titles available.

This research explores and supports the importance of Indigenous cultural knowledge and practices as guiding factors in understanding the agency and actions of Indigenous youth in seeking justice while journeying across the land. The article examines the work of Indigenous scholars and the significance of Indigenous knowledge in connecting to the land and natural environment, thus contributing to ‘being alive well’. An example from Indigenous youth-focused research is highlighted to hear from the youth about the importance of being on ancestral land, journeying with peers and more importantly (re)gaining a sense of well-being and health through culture-based activism.

BackgroundCo-creation approaches, such as co-design and co-production, aspire to power-sharing and collaboration between service providers and service users, recognising the specific insights each group can provide to improve health and other public services. However, an intentional focus on equity-based approaches grounded in lived experience and epistemic justice is required considering entrenched structural inequities between service-users and service-providers in public and institutional spaces where co-creation happens.ObjectivesThis paper presents a Charter of tenets and principles to foster a new era of ‘Equity-based Co-Creation’ (EqCC).MethodsThe Charter is based on themes heard during an International Forum held in August 2022 in Ontario, Canada, where 48 lived experience experts and researchers were purposively invited to deliberate challenges and opportunities in advancing equity in the co-creation field.ResultsThe Charter’s seven tenets—honouring worldviews, acknowledging ongoing and historical harms, operationalising inclusivity, establishing safer and brave spaces, valuing lived experiences, ‘being with’ and fostering trust, and cultivating an EqCC heartset/mindset—aim to promote intentional inclusion of participants with intersecting social positions and differing historic oppressions. This means honouring and foregrounding lived experiences of service users and communities experiencing ongoing structural oppression and socio-political alienation—Black, Indigenous and people of colour; disabled, Mad and Deaf communities, women, 2S/LGBTQIA+ communities, people perceived to be mentally ill and other minoritised groups—to address epistemic injustice in co-creation methodologies and practice, thereby providing opportunities to begin to dismantle intersecting systems of oppression and structural violence.ConclusionsEach Charter tenet speaks to a multilayered, multidimensional process that is foundational to shifting paradigms about redesigning our health and social systems and changing our relational practices. Readers are encouraged to share their reactions to the Charter, their experiences implementing it in their own work, and to participate in a growing international EqCC community of practice.

Recruiting research participants is a vital part of health research, necessary to obtain data that can yield meaningful results. Recruiting research participants, however, can be challenging and time-consuming. The COVID-19 pandemic resulted in significant challenges to participant recruitment, as traditional methods relying on in-person interactions were not feasible with health restrictions. This was particularly challenging for community-led research with Indigenous communities, where relational approaches to recruitment are culturally appropriate and ethically necessary to build community trust. This paper describes the recruitment methods of three different Indigenous community-led studies carried out in Southern Ontario during the COVID-19 pandemic and emphasizes the necessity for flexibility and responsive recruitment strategies during this time. Despite health regulations disrupting in-person approaches to building relationships during the pandemic, our priority for a relational approach to recruitment was achieved through strong relationships with community partners and the use of technology. The examples and strategies provided here contribute to the developing body of literature describing the impacts of the COVID-19 pandemic on qualitative and community-led research, of which little is available concerning recruitment strategies. Our experience and learning will be valuable to novice researchers and those who are new to community-led and relational approaches to research.

Background Cocreation has the potential to engage people with lived and living experiences in the design and evaluation of health and social services. However, guidance is needed to better include people from equity‐deserving groups (EDGs), who are more likely to face barriers to participation, experience ongoing or historical harm, and benefit from accessible methods of engagement. Objective The aim of this international forum (CoPro2022) was to advance a collective vision for equity‐based cocreation. Design A participatory process of engagement in experiential colearning and arts‐based creative and reflective dialogue. Visual prototypes were created and synthesised to generate a collective vision for inclusive equity‐based cocreation. Setting and Participants The Forum was held at the Gathering Place by the Grand River in Ohsweken, Ontario, Canada. A total of 48 participants attended the forum. They were purposely invited and have intersecting positionalities (21 academic experts, six experience experts, 10 trainees, and 11 members of EDGs) from nine countries (Bangladesh, Botswana, Canada, England, Italy, Norway, Scotland, Singapore, Sweden). CoPro2022 Activities CoPro2022 was an immersive experience hosted on Indigenous land that encouraged continuous participant reflection on their own worldviews and those of others as participants openly discussed the challenges and opportunities with engaging EDGs in cocreation activities. Visual prototypes and descriptions created in small groups were informed by participants' reflections on the panel presentations at the Forum and their own experiences with equity‐based cocreation. Following the event, the authorship team inductively coded themes from the prototype descriptions and met to discuss the cross‐cutting themes. These informed the design of an illustrated collective vision for Equity Based Co‐Creation (EqCC). Results Six prototypes were cocreated by each small group to illustrate their vision for EqCC. Within these, four cross‐cutting themes were identified: (i) go to where people are, (ii) nurture relationships and creativity, (iii) reflect, replenish and grow, (iv) and promote thriving and transformation. These four themes are captured in the Collective EqCC Vision to guide a new era of inclusive excellence in cocreation activities. Patient or Public Contribution Service users, caregivers, and people with lived experience were involved in leading the design of the CoPro2022 and co‐led the event. This included activities at the event such as presenting, facilitating small and large group discussion, leading art‐based activities, and reflecting with the team on the lessons learned. People with lived experience were involved in the analysis and knowledge sharing from this event. Several members of the research team (students and researchers) also identified as members of EDGs and were invited to draw from their personal and academic knowledge.

A milestone resource for palliative care nurses that facilitates evidence-based compassionate and humanistic care of the dying \"A valuable contribution to the evolving field of palliative nursing care.

The negative experiences of Indigenous children who attended Indian residential school are well documented. A scoping review of the peer-reviewed and grey literature was conducted, following the methodological framework of Arksey and O’Malley (2005). Most documents focused on the impacts of residential schooling among First Nations, but some included Métis and Inuit. Sixty-eight articles were selected for inclusion, analyzed and categorized by theme. Themes identified stemming from Indian residential schools’ food policies and practices included disruption in traditional food ways; underfeeding, child labour; and increased rates of obesity and diabetes later in life. Future strengths-based research utilizing Indigenous methodologies is needed to examine how allies and Indigenous communities are involved in actions to restore traditional food systems.

Background: In the Canadian context, media attention and research on survivor experiences at Indian Residential Schools have increased substantially. As Haudenosaunee women we uphold our responsibility for building respectful research relationships and co-creating knowledge with our community. Our project: Truth Telling: gardens, farming and food experiences at the Mohawk Institute Indian Residential School is a very personal endeavour, as all Indigenous people in Canada arc affected by survivor experiences at Indian Residential School. Research Objective: Our project highlights Haudenosaunee worldviews and respects our survivors as research collaborators when co-creating knowledge. Methods: Centering the Haudenosaunee Two Row wampum and Haudenosaunee principles throughout our analysis as it relates to Haudenosaunee health and well-being with residential school survivors, their families, and the overall community. Results: The Truth Telling project demonstrates local community self-determination by exemplifying Indigenous sovereignty through Indigenous ways of knowing and being. As a result of this project, the survivors and their families were provided the opportunity to share the truth of what Indigenous children experienced with meals and food, as well as working in the gardens and farms while attending Indian Residential Schools. The project also explores the recent increase of community garden initiatives in growing our traditional foods and how this is perceived by Indian Residential School survivors, their families and community stakeholders. By centering Haudenosaunee meanings food and sustenance, we arc strengthening the sovereignty over our bodies, minds, and spirits as Haudenosaunee people. Discussion: Haudenosaunee principles applied to qualitative research analysis with Haudenosaunee communities provides a deeper level of analysis and respects participants as collaborators.

The CARES tool is an acronym organized educational guide that addresses the most common symptom management needs of the dying: Comfort, Airway, Restlessness and delirium, Emotional and spiritual support, and Self-care. It is intended to supplement previously obtained end-of-life care education by providing suggestions and prompts on individualized patient and family-driven evidence-based care of the dying, identifying common teaching and communication needs, and encouraging holistic support during the last few days to hours of a patient's life. The theoretical foundation of the CARES tool is based on Pamela Reed's theory of Self-Transcendence as spirituality, promotion of patient dignity and value, and the vital role of caregiver communication and humanity and are all indispensable to compassionate evidence-based care of the dying. Key words: Dying; self-transcendence, suffering; end of life; palliative care; psychosocial support; and end-of-life symptom management.

Why do Western negotiators constantly complain that Chinese negotiators are both very sincere and very deceptive? This paradox is one of aproximately 80 explored in Paradoxical Reasoning. Paradoxical Reasoning answers two major questions that provide the underlying rationale for the book. What is a paradox, and why is paradoxical reasoning critical for understanding culture in a globalizing world? As used in the book, paradox is defined as the simultaneous existence of two or more inconsistent and sometimes contradictory elements. Each paradox is phrased as an arresting but simply-understood question to increase reader involvement, such as \"Nationalism and globalization?\" and \"Nations are becoming more and less powerful simultaneously?\".

Offers classroom layout suggestions for optimal learning, procedures that promote positive behavior, guidelines for designing curriculum and instruction, methods for effective assessment, and much more.