Sexual and reproductive health among indigenous Mexican adolescents: a socio-representational perspective

In this thesis I advance a socio–representational perspective on sexual and reproductive health as constructed by indigenous Mexican adolescents. The social and psychological literature on health among indigenous populations and on adolescent sexual health is reviewed. It is argued that a socio–psychological perspective is needed to understand the resources through which contemporary indigenous youth, a population overlooked by research, make sense of their sexual and reproductive health. In generating the theoretical tools to tackle this issue, I adopt a dialogical approach to social representations theory to sharpen Jovchelovitch’s (2007) model of knowledge encounters by proposing a typology of potential outcomes of these encounters. The empirical research involved female and male indigenous adolescents in two social contexts: rural and urban. In–depth individual interviews, focus group discussions and unstructured observations were employed for data elicitation. Results from the interpretative thematic analysis performed are presented through a ‘funnelling’ approach whereby the interdependent engagements of indigenous adolescents with their social context, their partners and specific health beliefs are discussed by highlighting nuanced differences in relation to social context and gender. Key findings are related to the understanding of romantic relationships in terms of stability and continuity, which impacts on the way that sex and contraception are perceived and experienced. Results also reveal that, in dialogue with others, adolescents come to identify alternative ways of positioning themselves with regards to customary discourses about sexual health. Focus group discussions are further examined through a dialogical analysis of interactions that aim to identify, in sociodialogue, the outcomes of knowledge encounters initially proposed. A further data–driven outcome is subsequently added to the typology and analytical categories are refined. Implications for health promotion in terms of the reflexion entailed in dialogue are offered in the conclusion chapter

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

BACKGROUND: It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. OBJECTIVES: In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. DESIGN: A mixed methods observational study. METHODS: In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. RESULTS: Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. CONCLUSIONS: Most students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses

Temporary Urbanism as a Catalyst for Social Resilience: Insights from an Urban Living Lab Practice-Based Research

This research paper investigates the impact of Urban Living Labs (ULLs) on social resilience within urban communities, with a specific focus on the Multicultural City ChatterBox project in Portsmouth, the UK. Drawing on a rich body of literature and empirical data collected through ethnographic research methods, including interviews, focus groups, and participant observations, this study explores how participatory placemaking and co-creation activities foster community resilience. The ChatterBox project, a collaborative effort between the local community and researchers, led to the construction of a temporary timber pavilion in an underutilized urban space, serving as a vibrant hub for social interaction and engagement among diverse community groups. Our findings reveal that ULLs significantly contribute to enhancing social resilience by empowering communities, fostering a sense of belonging, and facilitating the development of social networks. Through the process of co-design and co-creation, participants not only gained a deeper understanding and ownership of their urban environment but also developed valuable skills and knowledge, thus strengthening their capacity to adapt to societal challenges. Furthermore, this study highlights the role of ULLs in bridging gaps between different community groups, thereby promoting inclusivity and social cohesion. The Multicultural City ChatterBox project exemplifies how ULL interventions can serve as catalysts for social innovation, offering flexible and adaptive solutions to urban challenges while simultaneously enriching the social fabric of cities. This paper contributes to the growing discourse on urban resilience, placemaking, and community-led urban development, providing valuable insights for policymakers, urban planners, and community organizers seeking to foster resilient and vibrant urban communities