Lesbian, gay, bisexual and transgender (LGBT) individuals are often stigmatised and discriminated against. This population is expected to experience poorer mental health outcomes compared with heterosexual and cis-gendered people, a phenomenon healthcare providers need to take note of and act upon. This study aimed to explore and describe the mental health challenges of LGBT people. An integrative literature search was conducted. The following electronic databases were searched: Academic Search Premier, Africa-Wide Information, Business Source Premier, eBook Collection (EBSCOhost), E-Journals, ERIC, Family & Society Studies Worldwide, Health Source: Nursing/Academic Edition, Humanities Source, MasterFILE Premier, MEDLINE, PsycARTICLES, Social Work Abstracts, TOC Premier, WorldCat.org, Taylor and Francis Journals, Biomed Central and Wiley Online Library. An internet search was also carried out using Google and Google Scholar databases. The following search terms were identified: ‘LGBT’ OR ‘LGBT community’ AND ‘mental health challenges/problems’ OR ‘mental/psychiatric illness’. The reviewed literature comprised research conducted globally between 2010 and 2019. From the 2545 titles, 345 abstracts were examined, resulting in 57 articles. The 57 full-text articles were examined to verify whether they addressed the scope of the literature review, of them, 21 addressed the mental health challenges of LGBT people. Lesbian, gay, bisexual and transgender people experience the following mental health challenges: emotional distress, stigmatisation, victimisation, discrimination and barriers to accessing healthcare services. The results showed that although LGBT has been legalised in many countries, LGBT communities still experience significant mental health challenges. Healthcare providers are in a position to address challenges related to social and healthcare structures and act as advocates in order to promote the mental health of LGBT individuals.

Aim. To report a study of emergency nurses" experiences of caring for survivors of intimate partner violence.Background. Emergency nurses have the opportunity to intervene during the period

Background Discussions on ethics of care are needed to shape the identity of nurses and nursing. In light of the discourses surrounding nursing and altruism, nurses should initiate research on altruism and nursing. Aim The purpose of this literature review was to explore the meaning of altruism as a value in nursing. Review methods A hermeneutic approach, using a circular framework, was followed to search for literature, review and understand the text. Results The conceptualisation of altruism as a value in nursing care in this review strives to describe what altruism is; in what situations does it appear; for what purpose is it used; and how is it practiced. Conclusion Altruism enables nurses to tolerate difficult situations and motivates them to sacrifice themselves and do what is best for the patient, especially when patients are compromised in their ability to care for themselves.

Parents living with a child with ADHD experience stress as they struggle to cope with the child's symptoms amidst the stigmatising attitudes from family and community members. Parents experience burdensome emotions and impaired social and occupational functioning. Health care practitioners need to take note of the challenges inherent to parenting a child with ADHD in order to provide multi-disciplinary interventions aimed at empowering and supporting parents.

BackgroundAlthough nursing education aims to equip nursing students to provide care to dying patients and their families, nurses often feel ill-prepared to cope with the emotional labour involved in end-of-life care.ObjectivesThe aim of the study was to explore and describe nursing students’ experiences of end-of-life care through experiential learning within a constructivist educational model.MethodA qualitative, descriptive design was used. As part of introducing experiential learning, innovative educational practices were initiated during a second year level undergraduate nursing module on end-of-life care. Qualitative data on second-year nursing students’ experiences were collected through written reflections and analysed using open coding.ResultsThe themes that emerged revealed participants’ sensory and emotional experiences during the learning opportunities. Participants reflected on what they learnt and clarified their values related to death and dying. They indicated how they would apply the new meanings constructed in clinical practice.ConclusionA constructivist educational model of experiential learning holds potential to enhance value clarification and nursing students’ sensory and emotional awareness of death and dying. Experiential learning is recommended to develop nursing students’ competency in providing end-of-life care.