The BC Women's Hospital and Health Centre's Newcomer Women's Health Clinic (NWHC) opened in 2014 to fill a gap in services for newcomer women to Canada residing in Metro Vancouver. After 1 year the NWHC was operating at only 50% capacity. An evaluation was conducted to better understand the underutilization of clinic services. Evaluation data was collected via patient intake forms, patient feedback surveys, and one-to-one interviews with both newcomer women and service providers who work with newcomer women. Results highlight the heterogeneity in newcomer women's experiences including different perceptions of health, health needs, and health-seeking behaviours. Despite the population's diversity, some common experiences exist, including difficulties navigating and accessing a new health system and lack of awareness of the NWHC. Findings provide insight for improving the delivery of NWHC services, and contribute to a rich and ongoing dialogue concerning the diversity of experiences of newcomer women in Canada.

For as long as there have been motion pictures, scenes of execution have appeared in American film. This article examines those scenes over the course of the twentieth century and suggests that spectatorship, and what it means to watch, is central to scenes of execution in film. We are interested less in the intentions and politics of a filmmaker and more in what those scenes offer viewers. We argue that three central motifs of spectatorship characterized death penalty films during the more than 100‐year period that we studied. First, viewers are often positioned as members of an audience and many scenes of execution are presented in a highly theatrical fashion and, as a result, the line between spectatorship and witnessing is blurred. Second, in many scenes of execution viewers are brought “backstage” and provided chilling, intimate views of the machinery of death, privileged views unavailable outside of film. The third motif shifts the positioning of the viewer such that we stand in the shoes of those who are to be executed. We conclude by asking whether and how scenes of execution in American film provoke in viewers an awareness of the political responsibility inherent in their identities as democratic citizens in a killing state.

The use of complementary alternative medicine (CAM) has increased, especially in pediatric patients. About 20 to 40% of healthy children and > 50% of children with chronic and incurable conditions use CAM therapies, almost always with mainstream Western, allopathic medical care. However, in Utah there are no required courses in CAM and few CAM educators in medicine or nursing education. The purpose of this study is to describe the teaching of 2 holistic nurse educators from a large public university and a small private college. By gaining insights into the teaching of integrative holistic health care (IHHC), future educators can learn how these educators teach in the classroom, study their relations with the school administrators, and how their students and colleagues view them. Personal interviews with the educators, their deans, colleagues, and students were conducted as well as classroom observations, archival, and syllabi documents. The research involved a detailed exploration, using a rich descriptive case study to gain insights and discern unique educational attributes and contextual institutional support of nursing educators who teach IHHC. Over 100 hours of interviews and observations were made. Three central themes emerged from the holistic educators: (a) partnership with the students to share in and connect with their learning, (b) paradigm of broadening one's thought and articulating vision and voice by an acceptance of holism, and (c) presence of the educator to be available to, attuned to, and accepting of students. These 3 themes influenced how IHHC was taught and received. The classroom was arranged and an environment created that allowed students to learn and integrate diverse conceptualization of thoughts and ideas. The students reported a difference in the qualities of these educators and the atmosphere in the classroom. The holistic relationship of the health care provider and patient as well as teacher and student was conveyed and nurtured. Barriers that these educators experienced and shared were also recorded. Some colleagues of both educators felt that IHHC was outside the evidence-based allopathic research paradigm. The deans were supportive of their holistic educator and offered balance and encouragement to educators to integrate with ethical teaching accountability. When the institutional context of integrating these non-traditional healing modalities into the conventional Western medical paradigm did not have these 3 themes, then holistic education did not occur. This case study of these two holistic educators describes the importance of the themes of partnership, paradigm, and presence for the development of integrated holistic health care and education.