Purpose The purpose of this paper is to facilitate a participant led arts-based workshop for survivors of female genital mutilation (FGM) in order to explore their experiences and impact of FGM on health and wellbeing, and to use the artefacts to inform development of an e-learning resource. Design/methodology/approach The study utilised a creative narrative approach which included the sharing of personal stories, the creation of pottery models and the sharing of artefacts. A narrative approach was chosen as the methodology for the study as narratives are now well established within qualitative research as a meaningful way in which the voices of participants take precedence over those of the researcher. Six women who are living with FGM agreed to take part. Findings The composition of the workshop essentially encompassed two main strands: the creation of a persona and sharing artefacts. These are described in detail with supplementary images included wherever appropriate. The authors have not attempted to present the findings of the workshop from the perspective of the researcher but have rather enabled the findings to speak for themselves. Research limitations/implications There is a paucity of studies which have explored women’s experiences of living with FGM and the impact on health and well-being. The findings suggest that there is further scope for research and practice development which examines the impact of education on professional’s approaches to FGM. Originality/value This study and the wider focus towards the impact of FGM beyond the physical or procedural aspects of FGM offer a contribution to the evolving evidence base in this field.

Students who demonstrate quiet incivility can be challenging and disrupt the learning that takes place in the community setting. Recognising incivility and acting to address this behaviour with students is difficult because the behaviour is not overt or obvious to others. The most important component in attempting to manage incivility is exploring the behaviour with the student to identify the potential cause, and negotiate a strategy to improve it. It is acknowledged that the behaviour may be due to personal, academic, or professional issues. If issues are not addressed, care activity and learning are affected, and this can result in failure to achieve in practice.

BackgroundHypoglycemia unawareness (HU) has been attributed to both a downward shift in central nervous system (CNS)-triggered sympatho-adrenal responses to low glycaemic thresholds and a subsequent loss of adrenergic symptoms, which, in addition, to cerebral cortex adaptations permit normal function under hypoglycaemic conditions. Both of these mechanisms are brought about by recurring hypoglycemic events (hypoglycemia-associate autonomic failure, HAAF). This can contribute to repetitive cycles of increasingly severe hypoglycaemia, the consequences of which have considerable impact on relatives and significant others (SO) when providing care to patients with diabetes.MethodsA Systematic Review (SR) of 639 qualitative studies was carried out in accordance with the Preferred Reporting Items for Systematic Review (PRISMA) principles. The search strategy was developed using MeSH terms for a range of electronic databases: CINAHL, Pubmed, EMBASE, Medline, AMED and ASSIA were systematically searched in order to identify a variety of literature relevant to the review topic. Four duplicate studies were removed and a further 630 studies were excluded due to being irrelevant. Five qualitative studies were retained and analysed.ResultsThe three resultant findings from the literature appraised were i) Experiences and views of Significant Others' (SO) with adult relatives that have HU ii) Support needs of SO and iii) Health professionals interventions to address SO support needs and improve overall HU care. A clear finding was that SO experience difficulties managing HU and this can impact on the relationships that SO and HU patients have. Support needs of SO highlighted were both educational and psychological in nature, with there being a requirement for additional raised awareness within the wider community.ConclusionIt is essential that healthcare professionals offer support, such as teaching and support groups. In addition, providing interventions into improving family knowledge of diabetes and support with regard to psychosocial, behavioural and practical support for the person with diabetes. Moreover, improving resources for families to improve diabetes care. However, as the literature was of a qualitative nature, future recommendations would be quantitative research into these suggested nursing implementations to quantitatively assess their usefulness in practice.