The study examined the attitudes and knowledge of transgender men (trans men) regarding pre-exposure prophylaxis (PrEP) for HIV. Three focus groups of trans men were conducted with a trans male facilitator for a total of 21 participants. Six themes were identified; the range of information about PrEP and possible side effects, the economic realities for trans men, finding a trans-competent provider, trans male sexuality, the importance of contraception, and condom use. Despite identified risk and some information that has been disseminated, many trans men still lack adequate information regarding PrEP. There exist significant barriers to PrEP access for trans men. Participants commented that many providers avoid important discussions regarding sexuality and contraception. The education of health care professionals must include competency in working with transgender populations. More research is needed with regard to interactions between PrEP, testosterone, and hormonal contraception.The United States has witnessed a shift in HIV prevention practices over the past several years. The prevention techniques that had been employed since the beginning of the epidemic focused on behavior change (Noar, 2007). This meant the promotion of condoms for safer sex and engaging high-risk individuals in intensive behavior change counseling, among other interventions. The current shift has been away from individual behavioral approaches to more community-based biological approaches that include testing and immediate treatment and the lowering of the community viral load to ensure that transmission is significantly decreased (Centers for Disease

Despite the emphasis on cultural competency education in the United States for the past three decades, inequities and disparities in healthcare continue to persist, particularly among minority populations. With the current growing gap in provider and patient cultural congruence, how effectively we train students to work with diverse populations in healthcare settings warrants attention. This article presents the results of a qualitative study on the effectiveness of experiential learning, in the form of the game BaFa' BaFa,' in raising cultural awareness among students of health professions. Using thematic analysis, the authors analyzed written reflections from student participants. The findings support earlier studies, conducted mainly outside of healthcare, on the effectiveness of gaming in nurturing cultural awareness.

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In our increasingly diverse environment, nurses are obligated to question the meaning of "evidence" when history has shown that our emphasis on the empirical and quantitative data has shaped our biases against knowledge unknown to us. This bias has limited our ability to provide patient or person-centered care, and can be harmful to patients. Nurses are encouraged to reflect on what evidence means in their practice and to make sure harm is not caused to patients by dismissing evidence yet unknown to us or accepting "truths" not fully understood by us. The authors use composite case studies to share experiences from their clinical practice on how "evidence," or lack of, can challenge our obligation to "do no harm." Curiosity and skepticism should guide nursing practice, and every nurse should strive to contribute to questioning accepted practice and finding answers to the unknown to meet the needs of our diverse patients.

Academic leadership is at once engaging and stimulating, demanding and overwhelming. This article discusses the experiences and perspectives of minority faculty members working at a Jesuit institution. In this article, the authors use Ignatian pedagogical values as the foundation to guide their responses to the challenges they experience in leadership roles and to turn these challenges into opportunities for growth.