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The incidence and prevalence of type 2 diabetes mellitus (T2DM) and hypertension (and their comorbidity) have been increasing in sub-Saharan Africa, including The Gambia. Diet is a critical driver of these public health problems, and diet-related health education is a major strategy employed for their prevention and management. The aim of this paper is to explore the lived experiences of diet-related health education among individuals with comorbid type 2 diabetes and hypertension in Serrekunda, The Gambia, a subject hitherto unexplored in the country. The study employed a qualitative (interpretivist) methodology. Thirty-two interviews were conducted with 18 participants, with most participating in two interviews at separate time-points between November 2018 and July 2019. In addition to participant validation, the two points in time interviews elicited more depth and provided rich data. The data were analysed using Braun and Clarke's six-phased approach to Thematic Analysis. Four main themes were generated in relation to the experiences: (i) one-off blanket dietary advice (ii) education in a vacuum (iii) diabetes-hypertension diet dichotomy and (iv) imbalanced power relationship. The study underscores the need for a reconfiguration of diet-related health education in The Gambia to include lived experiences as critical components of health promotion in tackling T2DM and hypertension. This requires an ecological approach, critical health education, regulations on unhealthy foods, and active participation of individuals as equal partners in health education. [ABSTRACT FROM AUTHOR]

Aim To draw on the authors' experience of research conducted with vulnerable young women to argue for the use of storyboards in focus groups. Background Creative methods are used increasingly in qualitative research to generate richer data and promote more meaningful participation. Discussion This paper discusses the authors' experiences of using storyboards in participatory research. This approach has a number of advantages such as promoting participation and engagement, empowering participants and enabling them to take more control over the research process. Conclusion Using creative techniques with more traditional qualitative approaches may create additional, in-depth data as well as increased participation. Such approaches could be of value in nursing research in which patients, clients and service user perspectives are often vitally important. Implications for practice Using creative methods in qualitative research promotes participation. [ABSTRACT FROM AUTHOR]