Acknowledgement and better understanding of the cultural differences between service providers and immigrant survivors of D/IPV would go a long way to improve trust and break down barriers in communication. Revision of the New Brunswick Woman Abuse Protocols will highlight the perspectives of immigrant women. Long-term and increased funding for D/IPV and settlement public services will ensure that women-centered programming and professional translation services are available and improved collaboration takes place.

Persistent Human Immunodeficiency Virus (HIV) prevalence rates remain a challenge, particularly because health care providers (HCP) are not fully prepared to engage in HIV care. This hesitancy to engage creates access to care barriers for people living with HIV (PLWH). We conducted a systematic review to identify educational interventions focused on developing HIV competencies in higher education across health science disciplines. We searched databases for primary studies focused on interventions. Using PRISMA guidelines, we identified 20 articles from 19 distinct studies. While there was an overwhelming body of literature that assessed knowledge, skills, and attitudes in health sciences students on HIV and AIDS, the low number of intervention studies was notable. With the exception of two studies, PLWH were not included in the interventions. This finding stands in sharp contrast to the well-established Greater Involvement of People Living with HIV and/or AIDS (GIPA) and Meaningful Engagement of People Living with HIV and/or AIDS (MEPA) principles. The primary means of the educational intervention was focused on delivering lectures to address HIV and AIDS knowledge for HCP. There was a significant lack of focus on historical, cultural, policy and legal contexts of HIV and AIDS care; theoretical justifications for the interventions were absent. No study focused on the impact of an intervention on the care provided to PLWH by HCP after graduation. There is an urgent need to develop long-term sustainable and scalable interventions that address the consistently identified lack of knowledge and skills, and stigmatizing attitudes of HCP and students.

The purpose of this research was to investigate the coming-out process for women at midlife, and to understand how this process of coming-out affects women's health and health care relationships. Using feminist grounded theory, from the interview data we elicited an understanding of how women experienced the coming-out process, how the process influenced their health and health care, what they considered problematic about the process, and how they managed or resolved problematic issues. The basic social process (BSP) of confronting the taken for granted illustrated how the central problem of credibility was experienced. The BSP has three phases: facing scary love, finding me, and settling in. Variables that impact on these phases are support and the concomitant microprocess of enduring perpetual outing. The findings provide a theoretical framework needed for health care providers to understand the coming-out process for midlife women and how it influences their health and health care. The theory provides new insights into the complexity for women transitioning to lesbian at midlife.

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Fifty years have passed since the Stonewall uprising in New York City, signalling the beginning of the modern gay rights movement. Nursing and schools of nursing have a long history of heteronormativity, despite the profession being populated by women who were either members of a religious affiliation or lesbians in hiding. This article explores the historical background of nursing as a profession, the provision of healthcare to LGBTQ individuals, what educators need to include in curriculum, and finally several suggestions are provided for educators wondering how to introduce the content.

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Authenticating family is a process of becoming a lesbian stepfamily, working to affirm strong and healthy family relationships, and learning to accept nothing less than acknowledgment and inclusion as legitimate. Authenticating family demonstrates that the internal function of becoming a stepfamily is not dissimilar to that of heterosexual stepfamilies. Frequent encounters that are heterosexist underscore the challenges faced by lesbian stepfamilies. The new stepfamily faces obstacles that contest the sense of legitimacy for all family members. These families learn from multiple interactions among themselves and with outsiders how to negotiate a new understanding of family. The conditions that impact the process are age of the children, support, and heterosexism. The lesbian stepfamily develops the ability to demonstrate pride to a society that has marginalized in the past, even as society is evolving in acceptance. There are three stages in authenticating family: accepting the challenge, building the bonds, and thriving.