In this article, we explore the beliefs, values and attitudes about female genital mutilation in the diaspora of sub-Saharan women and how the migration process has influenced these beliefs. Our qualitative analysis of the life stories and lifelines of 10 women in the sub-Saharan diaspora in light of the Social Convention Theory indicated that making public statements about the topic is complex and that the taboo permeating the practice remains intact even outside of Africa. Furthermore, we discovered that, in our context, this practice was not a requirement and did not improve the chances of marriage, with female behaviours considered ‘appropriate’ instead gaining value. Any interventions based on this theory must consider the broad networks that help shape marriages in this diaspora. This work opened new lines of research regarding the situation of the diaspora of sub-Saharan women and the relationship of the practice of female genital mutilation with marriage.

The use of qualitative methodologies together with visual methods is being incorporated into different lines of research to offer an alternative form of expression that can provide richer and more meaningful data. The objective of this study was to analyse the use of life histories and lifelines in the study of female genital mutilation (FGM) in the context of cross-cultural research in participants with language differences. We explored the strengths and challenges of the combined use of both the lifelines and life stories of women who have been subjected to FGM. The lifeline tool was employed during the second interview with our participants, and the results of this work are explored here by examining the lifelines of three of the participants. The use of two techniques strengthened the researchers' knowledge of women’s lives and facilitated reflection and critical thinking by the study participants, generating richer and more in-depth data on the study problem. The difficulties that some women had in the communication process are diminished by the visual and chronological representation of the events in the lifelines. The visualization of their lifelines and the realization of this activity for which they did not feel capable due to their lack of education, empowered them, generating a great personal satisfaction. The results of this study confirm the usefulness of combining visual and narrative methods in groups where communication difficulties are an obstacle to the collection of information. Exploring new forms of expression and data collection can give voice to underrepresented groups in qualitative research.

The Higher Education in Nursing requires providing students with skills such as critical and reflective thinking about the actions to be carried out so that they are capable of providing humanised and quality care in an increasingly complex and technified society. Participatory teaching methodologies promote the development of these skills. to explore the potential of photovoice, storytelling and poetry as instruments capable of encouraging reflection. To identify through images (photovoice) and poetic narratives (storytelling and poetry) the perception that students of the nursing degree express about nursing care. qualitative study in the framework of the socio-critical paradigm, using photovoice, storytelling and poetry in the field of care. first-year undergraduate nursing students at two Spanish universities in the academic year 2021-2022. 48 images were shown and students were asked to select one, write a narrative and generate a short poem connected to the image. Subsequently, a content analysis was conducted of those poems evoked by the five photographs most chosen by the students. The analysis was supported by qualitative data analysis software. A total of 67 contributions from 67 students were analysed. the concepts addressed in the poems and the compositions generated reveal how critical humanist thinking and reflection on the subject of care developed. The topics identified were care, accompaniment throughout the life cycle, working on the basis of values and caring for small details as subcategories of nursing care. The combination of different tools in university education has encouraged reflection and enabled students to identify for themselves the importance of humanised care. Working on the theoretical foundation in an active way can reduce the gap between theory and practice and foster the empowerment of the nursing identity.

Objective: To assess nursing students’ experiences of using photovoice as a pedagogical approach to active learning in the community.Methods: A descriptive design with a cross‐sectional mixed‐method questionnaire was used with 108 students following an educational activity, in which their communities were photographed and the impact of the pandemic on vulnerable populations was reflected. Descriptive statistics and thematic analysis were used to analyze the data.Results: Seventy eight percent of the students felt that photovoice was an interesting and useful tool for nurses, 89% affirmed it helped stimulate reflection on social and health inequities in times of pandemic, 82% described that it developed many emotions and feelings and 86% would like to disseminate their photographs directly to stakeholders, citizens, and politicians. Three themes were identified in the data: “stimulate critical reflection”, “develop emotional skills”, and “encourage action”.Conclusions: Photovoice is a successful active learning pedagogical approach that engages nursing students to develop critical awareness while connecting with their communities, with the real world. It fosters students' sensitivity and motivation and encourages them to take action. Teachers need to introduce new scaffolds for active learning, such as photovoice, to provide innovative academic support that nurtures and develops the next generation of nurses appropriately.

Background . Children with cancer are subjected to aggressive tests and treatments that can affect their emotional states. Studies available in the academic literature analyse the effect of music therapy on the emotions of these patients are scarce. Objectives . The objective of this study was to explore and transform the emotional responses that may arise with the application of music therapy (MT) in children with oncological pathology. Methods . The methodology of this study was based on the participatory action research approach. Semistructured interviews were conducted with 27 children with cancer who participated in 65MT sessions. Interviews were also conducted with their families. Results . We conducted a thematic analysis using MAXQDA software. Three main categories emerged from this process as follows: (1) expression: children with cancer stated that MT made it easier for them to express their emotions, with indirect benefits to families; (2) participation: patients showed interest in the sessions; and (3) experiences: MT was valued and created a positive environment. The results of this research demonstrate the positive transformative power MT had on children with cancer in terms of their emotions. Conclusions . Positive results were achieved through MT that encouraged the expression of emotions by children with cancer and favoured and improved their moods. In addition, it also encouraged social interactions in the hospital and helped the children to better cope with their illness through self‐awareness. Their families also benefited. Therefore, we encourage healthcare professionals to support the use of MT in paediatric oncology settings.

The study of cultural moments can identify the level of acceptance of female genital mutilation and the visibility of the involved health problems in a globalized world. Aims: To describe the transcultural process through which immigrant women who have experienced female genital mutilation become leaders against this practice. Method: Descriptive research with cross-cultural principles and a qualitative approach. A semi-structured interview was the chosen technique for data collection. A total of 18 women participated in the preliminary observation and analysis unit, and only 8 women (38.8%) were ideologically against female genital mutilation (FGM). Inclusion criteria: The selected women had undergone FGM and were fully prepared to discuss it. Results: Staying in a different country and the associated social relations reduce cultural pressure and promote critical thinking. Cultural moments reflect the different situations that affect the perception and practice of female genital mutilation. Health problems associated with female genital mutilation (sexual, reproductive, and psychological) become visible at transcultural moments. Conclusions: Environmental country change affects the cultural pressure that sustains this practice in individual minds, institutions, structures, and bodies. These changes produce transcultural moments. The practice of female genital mutilation constitutes a significant segment of gender-based violence.