2013
DOI: 10.3138/cjhs.2131
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HSV-2/HIV co-infection, health-related quality of life and identity in women

Abstract: This qualitative study sought to understand the meaning that women ascribe to living with HIV and symptomatic HSV-2 infections in relationship to their health-related quality of life (HRQoL). HIV affected overall physical and mental HRQoL whereas HSV-2 was an immediate concern experienced on an episodic basis. HSV-2/HIV co-infection was framed as a gendered issue affecting women's abilities to navigate social and sexual relationships and assume social roles. Participants outlined several approaches to overcome… Show more

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Cited by 2 publications
(1 citation statement)
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“…Strategies planned and implemented in order to reduce the risk for emotional impact in these dissertations arranged in order of frequency included: (1) journaling, audit trail or reflexivity ( n = 10) (Cooper, 2013; Dayal, 2018, Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (2) supervisor/mentor support ( n = 7) (Bailey, 2013; Dayal, 2018; Gagnier, 2014; Ion, 2010; Lee, 2015; Puurveen, 2016; Vu, 2017); (3) self-care practices ( n = 5) such as meditation, running, study rest periods (Bailey, 2013; Ion, 2010; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (4) debriefing ( n = 5) (Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Pucci, 2016; Puurveen, 2016); (5) peer support ( n = 4) (Bailey, 2013; Ion, 2010; Puurveen, 2016; Vu, 2017); (6) training in counselling/coping ( n = 3) (Gagnier, 2014; Lee, 2015; Vu, 2017) and (7) professional support/counselling ( n = 1) (Bailey, 2013). Assessment strategies or tools to recognize and monitor levels of emotional impact or secondary distress were not reported within the included dissertations.…”
Section: Resultsmentioning
confidence: 99%
“…Strategies planned and implemented in order to reduce the risk for emotional impact in these dissertations arranged in order of frequency included: (1) journaling, audit trail or reflexivity ( n = 10) (Cooper, 2013; Dayal, 2018, Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (2) supervisor/mentor support ( n = 7) (Bailey, 2013; Dayal, 2018; Gagnier, 2014; Ion, 2010; Lee, 2015; Puurveen, 2016; Vu, 2017); (3) self-care practices ( n = 5) such as meditation, running, study rest periods (Bailey, 2013; Ion, 2010; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (4) debriefing ( n = 5) (Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Pucci, 2016; Puurveen, 2016); (5) peer support ( n = 4) (Bailey, 2013; Ion, 2010; Puurveen, 2016; Vu, 2017); (6) training in counselling/coping ( n = 3) (Gagnier, 2014; Lee, 2015; Vu, 2017) and (7) professional support/counselling ( n = 1) (Bailey, 2013). Assessment strategies or tools to recognize and monitor levels of emotional impact or secondary distress were not reported within the included dissertations.…”
Section: Resultsmentioning
confidence: 99%