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The evolving field of nursing education increasingly integrates innovative methods such as immersive virtual reality (IVR) to improve training outcomes. This protocol paper outlines a study that addresses a significant gap by using IVR to improve mental health care training for undergraduate nursing students, focusing particularly on migrants who frequently encounter access barriers such as stigma, discrimination, and cultural differences. Traditional training methods frequently fail to provide the experiential learning necessary for nursing students to develop deep empathy, cultural competence, cultural humility, and advanced communication skills. A multi-phase, sequential explanatory mixed methods design will be employed in this study, which encompasses three phases: development of IVR simulation, a one-group pre- and post-quasi-experimental design, and an interpretive description approach. Participants will include undergraduate nursing students from the University of Saskatchewan and McGill University. In Phase 1, an integrative review will establish the foundation for the simulation, the findings of which will inform the design of initial simulation drafts on the Unity platform. These drafts will be reviewed by an advisory committee, consisting of migrants experiencing mental health challenges, nursing students, educators, and nurses specialized in migrant health care. Feedback from the committee will be integrated before progressing to Phase 2. Phase 2 involves collecting data through pre- and post-intervention questionnaires completed by participants. This data will be analyzed using descriptive and inferential statistics to assess the impact of the IVR simulation and to inform the next phase of the study. In Phase 3, participants will engage in semi-structured interviews. This phase will employ concurrent data collection and analysis along with constant comparative analysis in an iterative process. Following separate analyses of quantitative and qualitative data, the results will be synthesized to provide a comprehensive interpretation of the findings. The expected outcomes include greater acceptance of IVR as a training tool, positive shifts in student attitudes and behaviours towards migrants with mental health difficulties and enhanced cultural competence. This innovative approach could standardize the use of IVR in nursing curricula, making it a fundamental component of nursing education aimed at preparing students for a diverse and inclusive healthcare environment.

The evolving field of nursing education increasingly integrates innovative methods such as immersive virtual reality (IVR) to improve training outcomes. This protocol paper outlines a study that addresses a significant gap by using IVR to improve mental health care training for undergraduate nursing students, focusing particularly on migrants who frequently encounter access barriers such as stigma, discrimination, and cultural differences. Traditional training methods frequently fail to provide the experiential learning necessary for nursing students to develop deep empathy, cultural competence, cultural humility, and advanced communication skills. A multi-phase, sequential explanatory mixed methods design will be employed in this study, which encompasses three phases: development of IVR simulation, a one-group pre- and post-quasi-experimental design, and an interpretive description approach. Participants will include undergraduate nursing students from the University of Saskatchewan and McGill University. In Phase 1, an integrative review will establish the foundation for the simulation, the findings of which will inform the design of initial simulation drafts on the Unity platform. These drafts will be reviewed by an advisory committee, consisting of migrants experiencing mental health challenges, nursing students, educators, and nurses specialized in migrant health care. Feedback from the committee will be integrated before progressing to Phase 2. Phase 2 involves collecting data through pre- and post-intervention questionnaires completed by participants. This data will be analyzed using descriptive and inferential statistics to assess the impact of the IVR simulation and to inform the next phase of the study. In Phase 3, participants will engage in semi-structured interviews. This phase will employ concurrent data collection and analysis along with constant comparative analysis in an iterative process. Following separate analyses of quantitative and qualitative data, the results will be synthesized to provide a comprehensive interpretation of the findings. The expected outcomes include greater acceptance of IVR as a training tool, positive shifts in student attitudes and behaviours towards migrants with mental health difficulties and enhanced cultural competence. This innovative approach could standardize the use of IVR in nursing curricula, making it a fundamental component of nursing education aimed at preparing students for a diverse and inclusive healthcare environment.

Background: During disasters and displacement, affected families often receive humanitarian aid from governmental and nongovernmental organizations and donor agencies. Little information is available on the effects of humanitarian aid on the breastfeeding practices of mothers affected by disaster and displacement. Aims: The aim of this study was to explore the effects of humanitarian aid on the breastfeeding practices of displaced mothers affected by natural disasters in Chitral, Pakistan. Methods: This was qualitative study of residents of four villages of Chitral who had experienced a recent flood and later an earthquake. Data were collected through field observations, analysis of various documents (e.g. aid-agency documents, published reports and newspaper articles) and in-depth interviews with 18 internally displaced mothers living in disaster relief camps in Chitral. Results: Three main themes developed from the data: humanitarian aid as a life saver, insufficient humanitarian aid affecting breastfeeding, and systemic injustices in the distribution of humanitarian aid. Conclusion: Although humanitarian aid facilitated the survival, health and well-being of the displaced mothers and their family members, there were various problems with the humanitarian aid that increased the vulnerability of the displaced mothers and negatively affected their breastfeeding practices. Humanitarian aid must be gender-sensitive, thoughtful, timely, needs-based, equitable and context-specific. A systematic process of aid allocation and restricted donation of formula milk or any other form of breast-milk substitute is recommended during disasters.

Natural disasters affect the health and well-being of mothers with young children. During natural disasters, this population is at risk of discontinuation of their breastfeeding practices. Pakistan is a middle-income country that is susceptible to natural disasters. This study intended to examine sociocultural factors that shape the breastfeeding experiences and practices of internally displaced mothers in Pakistan. This critical ethnographic study was undertaken in disaster-affected villages of Chitral, Pakistan. Data were collected utilizing multiple methods, including in-depth interviews with 18 internally displaced mothers and field observations. Multiple sociocultural factors were identified as either barriers or facilitators to these mothers’ capacities to breastfeed their children. Informal support, formal support, breastfeeding culture, and spiritual practices facilitated displaced mothers to sustain their breastfeeding practices. On the other hand, lack of privacy, cultural beliefs, practices and expectations, covert oppression, and lack of healthcare support served as barriers to the breastfeeding practices of displaced mothers.

Background Migration and involuntary displacement of children and young people have recently become common features of many African countries due to widespread poverty, rapid urbanization, joblessness, and instability that motivate them to seek livelihoods away from their places of origin. With limited education and skills, children become vulnerable socioeconomically, thereby exposing themselves to sexual and reproductive health (SRH) risks. Methods Against this background, the authors undertook a scoping review of the existing literature between January and June 2019 to highlight current knowledge on SRH of African migrant and refugee children. Twenty-two studies that met the inclusion criteria were reviewed. Results The results identified overcrowding and sexual exploitation of children within refugee camps where reproductive health services are often limited and underutilized. They also reveal language barriers as key obstacles towards young migrants’ access to SRH information and services because local languages used to deliver these services are alien to the migrants. Further, cultural practices like genital cutting, which survived migration could have serious reproductive health implications for young migrants. A major gap identified is about SRH risk factors of unaccompanied migrant minors, which have received limited study, and calls for more quantitative and qualitative SRH studies on unaccompanied child migrants. Studies should also focus on the different dimensions of SRH challenges among child migrants differentiated by gender, documented or undocumented, within or across national borders, and within or outside refugee camps to properly inform and situate policies, keeping in mind the economic motive and spatial displacement of children as major considerations. Conclusion The conditions that necessitate economic-driven migration of children will continue to exist in sub-Saharan Africa. This will provide fertile grounds for child migration to continue to thrive, with diverse sexual and reproductive health risks among the child migrants. There is need for further quantitative and qualitative research on child migrants’ sexual and reproductive health experiences paying special attention to their differentiation by gender, documented or undocumented, within or across national borders and within or outside refugee camps. Plain language summary Child migration is increasingly becoming a common feature of many African countries as children migrate within and away from their countries of origin in search of better livelihoods due to widespread poverty, instability and rapid urbanisation. Many of the migrating children have little or no education and limited employable skills, thereby exposing themselves to sexual and reproductive health (SRH) risks. This paper is a scoping review of existing literature from 2000 to 2019 to document relevant findings on SRH of African migrant and refugee children. The review identified migrant children within refugee camps to experience overcrowding and sexual exploitation amidst limited and underutilized reproductive health services. Language barriers are also key obstacles against young migrants’ access to SRH information and services as these services are delivered in local languages unfamiliar to them. Child migrants continue to suffer from cultural practices including genital cutting with serious reproductive health implications. SRH risk factors of unaccompanied migrant minors remain as a gap in the review and, therefore, more SRH studies on unaccompanied child migrants are needed. Attention should also be paid to the different dimensions of SRH challenges among child migrants to reflect gender differences, whether documented or undocumented, within or across national borders, and within or outside refugee camps for better understanding. In conclusion, child migration in Africa will continue to be economic-driven and will expose the actors to diverse sexual and reproductive health risks. Further in-depth quantitative and qualitative research is required to inform relevant policies on child migrants’ SRH.

Head porters working in markets in sub-Saharan Africa (SSA) are one of the world’s most vulnerable and socioeconomically disadvantaged groups. They consist predominantly of uneducated women and girls seeking to escape poverty, early marriage, and other issues of domestic violence. Most female head porters are in their reproductive years and often lack access to sexual reproductive health services (SRHS) despite being at high risk for sexually transmitted infections (STIs), unplanned pregnancies, and gender-based violence. The low priority for women and girls’ SRH in many SSA countries highlights the need to explore the factors influencing the accessibility of services for failure to do so restrains human development. An initial search of the literature was conducted and revealed no current scoping or systematic reviews on the accessibility to SRHS for female head porters in SSA. We outline a scoping review protocol, using the Joanna Briggs Institute methodology, to determine the interventions that influence the accessibility of SRHS for female head porters in SSA. The protocol is registered with Open Science Framework ( https://osf.io/hjfkd ). Findings will not only be valuable for female head porters but for all vulnerable female groups in SSA who experience high SRH risks and social disparities.

IntroductionYouth suicide is a significant public health priority, and is the second leading cause of death among young people between 15 and 29 years of age. An emerging intervention in suicide prevention programming with youth is peer support. Although increasingly used in other settings, the evidence for peer support interventions in youth suicide prevention remains nascent. This article presents a protocol for a scoping review aimed at systematically mapping the current evidence on peer support for youth suicide prevention.Methods and analysisArksey and O’Malley’s scoping review framework will guide the review methods. The search strategy will be developed with guidance from a health sciences librarian. Multiple databases (Medline, Embase, PsycINFO, Cumulative Index for Nursing and Allied Health Literature) and grey literature will be identified using terms related to peer support and youth suicide prevention. Publication date restrictions will not be applied. All identified records of published literature will be collated and uploaded to a systematic review management software, Covidence, for review and selection. Screening will be completed in duplicate by two reviewers using predefined inclusion and exclusion criteria. Conflicts during screening will be resolved by a third reviewer. The title and abstract screening and full-text review will be completed in Covidence. Two reviewers will complete data extraction from the selected records, using a tailored extraction form. Screening and data extraction will be completed between January and April 2021. A narrative summary will be completed to synthesise key findings as well as contextual information about the use of peer support interventions in youth suicide prevention programming.Ethics and disseminationThe results will be disseminated through a community research report, presentations of findings at relevant conferences and academic publications of the scoping review protocol and results. The data used for this scoping review will be derived from published resources; therefore, ethics approval is not required for this study.

Introduction: New faculty’s experiences in a tenure track position have been reported to be stressful and retention of new faculty can be difficult in the competitive academic climate. However, research literature on this topic is predominantly American based. A focused ethnography was undertaken to understand the experience of new PhD-prepared nursing faculty in Canada more fully. Purpose: The purpose of this article is to present findings about the teaching experiences from a research study examining the experiences of 17 new PhD-prepared, tenure-track nursing faculty in their role from nine Canadian universities representing various provinces and regions. Method: A focused ethnography method was used to examine these experiences. Semi-structured virtual interviews of participants were conducted between March 2021 and April 2022. Recruitment stopped when no new information was being found or data saturation was reached. Lincoln and Guba’s (1985) criteria for rigour in qualitative methods underpinned this work. Qualitative methods such as constant comparison of data, memoing, and triangulation of data were integral to enhancing rigor. Roper and Shapiro’s (2000) steps for thematic analysis were followed and Quirkos qualitative software was used to store interviews, memos, and theme development in one secure format. Results: The central themes elucidated from participants’ responses in this study were mentoring, joys and challenges of teaching, institutional supports and processes, and managing a heavy workload. Even if experienced with teaching in the academic setting, participants wanted a mentor to aid with socialization to the institution. Many new faculty reported that time management and heavy workloads were significant challenges during the initial period, but they were developing strategies to aid with balancing the multiple academic demands and personal life demands. Participants expressed joy with the act of teaching and sharing of knowledge even if some participants experienced incivility or bullying from students. Experience with teaching graduate classes varied from institution to institution although most participants had begun to supervise graduate students or even have their student graduate, which was very fulfilling. The impact of the COVID-19 pandemic on these new tenure-track faculty’s teaching experiences was also explored. Conclusion: Implications for practice and potential faculty supports are proposed based upon the findings of this research, in addition to key future research directions. Introduction : Il a été observé que l’expérience des nouveaux membres du corps professoral occupant un poste menant à la permanence est stressante et que leur rétention peut être difficile dans un climat universitaire compétitif. Cependant, la recherche sur ce sujet provient majoritairement des États-Unis. Une ethnographie ciblée a été entreprise pour mieux comprendre l’expérience des nouveaux membres du corps professoral en sciences infirmières au Canada, titulaires d’un doctorat. Objectif : Cet article vise à présenter les résultats d’une recherche examinant les expériences d’enseignement de 17 nouveaux membres du corps professoral en sciences infirmières titulaires d’un doctorat, occupant un poste menant à la permanence, et provenant de 9 universités canadiennes représentant diverses provinces et régions. Méthode : Une méthode ethnographique ciblée a été utilisée pour examiner ces expériences. Des entrevues semi-structurées virtuelles ont eu lieu auprès des participants durant la période allant de mars 2021 à avril 2022. Le recrutement s’est arrêté lorsqu’aucune nouvelle information n’était trouvée ou que la saturation des données était atteinte. Les critères de rigueur des méthodes qualitatives de Lincoln et Guba (1985) sous-tendent ce travail. Les stratégies qualitatives telles que la comparaison constante des données, l’écriture de mémos et la triangulation des données faisaient partie intégrante du renforcement de la rigueur. Les étapes d’analyse thématique de Roper et Shapiro (2000) ont été suivies et le logiciel qualitatif Quirkos a été utilisé pour déposer les entrevues, les mémos et l’élaboration de thèmes dans un format sécurisé. Résultats : Les thèmes centraux dégagés des réponses des participants à cette étude étaient le mentorat, les joies et les défis de l’enseignement, le soutien et les processus institutionnels ainsi que la gestion d’une lourde charge de travail. Même s’ils avaient de l’expérience dans l’enseignement en milieu universitaire, les participants voulaient une mentore ou un mentor pour favoriser leur socialisation au sein de l’établissement. De nombreux nouveaux membres du corps professoral ont rapporté que la gestion du temps et la lourde charge de travail constituaient des défis importants au cours de la période initiale, mais qu’ils parvenaient à élaborer des stratégies pour les aider à équilibrer les multiples exigences universitaires et celles de la vie personnelle. Les participants ont exprimé leur joie face à l’acte d’enseigner et de partager des connaissances même si certains participants ont connu des incivilités ou de l’intimidation de la part des étudiantes et étudiants. L’expérience de l’enseignement de cours aux cycles supérieurs variait d’un établissement à l’autre; cependant la plupart des participants avaient commencé à superviser des étudiantes et étudiants à maîtrise, et certains les avaient accompagnés jusqu’à l’obtention de leur diplôme, ce qui était perçu comme très enrichissant. L’impact de la pandémie de COVID-19 sur les expériences d’enseignement de ces nouveaux membres du corps professoral dans un poste menant à la permanence a également été exploré. Conclusion : Les implications pour la pratique et le soutien potentiel du corps professoral sont proposées à partir des résultats de cette recherche, en plus des principales orientations de recherche futures.

Objective African newborns undergo numerous traditional and religious practices ranging from fontanelle fomentation to total head shaving, scalp molding, skin scarification and ano-genital irrigation which can negatively impact the health of neonates. Hot fomentation of fontanelles has been a predominant indigenous home-based postnatal practice in Ghana and among Africans in the diaspora. Mobility restrictions during the Covid-19 pandemic has impacted direct access to facility-based care as well as home care. The flourishing of newborn traditional practices among African populations during this Covid-19 pandemic offers opportunities to rethink the provision of family healthcare support for newborns during the ongoing pandemic and beyond. Hence, the aim of this critical review was to examine and describe a common indigenous practice—hot fontanelle fomentation to inform home birth support, discharge planning, and the delivery of optimal home-based care support. Study design This study is a review of literature on hot fomentation of newborn fontanelles. Methods Literature search in CINAHL, PubMed, African Index Medicus and Scopus, was conducted and evidence synthesised from articles ranging from 1983–2022. Sixty articles were reviewed; however, 10 manuscripts were excluded prior to screening. The other 19 were exempted because they were either below 1983 or were not the best fit for the study purpose. In all, 31 studies were included in the study. The study was guided by Madeleine Leininger’s Culture Care Diversity and Universality care theory. Results The current study identifies hot fomentation of newborn fontanelles practices in Ghana, the description of hot fomentation practices and the dangers associated with it. The findings and suggested ways to help overcome this challenge. Conclusion There are several neonatal indigenous practices including fontanelle fomentation which pose threat to the health of the neonate as discussed in this study. Future research needs to investigate innovative ways of fontanelle fomentation where necessary instead of the use of hot water by mothers, especially in this Covid-19 pandemic where health and mobility restrictions impact physical access to timely health care. This research will help educate mothers about the dangers of fontanel fomentation and reduce the practice, especially in rural areas of developing countries. This could help reduce neonatal mortality and unnecessary healthcare costs.

Increased migration rates demonstrate a rise in women seeking relocation as a means to access employment or academic opportunities; this is referred to as the feminization of migration. Migration stimulates female empowerment, increases access to financial opportunities, and promotes cultural diversity, all while simultaneously exposing women to detrimental conditions that impose risks to their physical and psychological well-being. Health is a fundamental human right that female migrants often are deprived of due to various social, cultural, political, and economic factors. A secondary analysis design was implemented to explore the impact of social determinants of health, specifically socioeconomic status, culture, and education, on health outcomes and health care access of Ghanaian internal and external female migrants. Interviews collected from two primary studies were analyzed using thematic analysis and an intersectionality approach. Ghanaian female migrants experienced cultural, financial, social, and health accessibility related barriers in accessing health care services. Our findings will serve as a foundation for improving health outcomes for female migrant populations and support health care professionals’ practice of cultural competence.