University College Absalon (Danish: Professionshøjskolen Absalon) is one of eight new regional organizations of different study sites in Denmark (Danish: professionshøjskoler) offering bachelor courses of all kinds in most of Zealand and some of the islands close to Zealand.University College Absalon was established in 2007 and covers the region of Zealand. It offers eleven professional bachelor degree programmes - two of which are taught in English. Furthermore, several international modules are offered each semester at different campuses. The 2 degrees offered in English are a Bachelor of Engineering in Biotechnology and an International Honour's degree in Teaching. The institution changed name in 2017 from University College Zealand.Absalon can be found on Facebook and Instagram.
Essential Needs for People with Type 2 Diabetes Integrating Physical Activity into Daily Life Post-Rehabilitation: A Focus Group Study Purpose: To inform rehabilitation initiatives for individuals with type 2 diabetes (T2D), this study examined the perceived needs for integrating physical activity into daily life following municipal rehabilitation. METHODS:Three focus group interviews involving 15 people with T2D were conducted to allow participants to share their lived experiences. Data were analysed following Braun and Clarke's model for thematic analysis. RESULTS:Four themes were identified (1): the intertwining of T2D with other diseases and the ongoing struggle to act (2), challenges in everyday life (3), the experience of being left alone to manage T2D, and (4) the need for support in coping with mental and daily challenges. Participants described complex physical, psychological, and social barriers to maintaining physical activity after rehabilitation, alongside a strong need for ongoing, individually tailored support, particularly psychosocial support. CONCLUSIONS:These findings highlight that integrating physical activity into daily life after rehabilitation is a complex process, shaped by interconnected physical, psychological, and social factors. Rehabilitation initiatives should therefore incorporate long-term, person-centred, and psychosocially informed support to better address individuals' everyday challenges.
Background: Delirium is common among older patients and is associated with functional decline, acceleration of dementia and mortality. While multicomponent prevention programs are developed and tested in hospital settings, evidence for nursing homes remains limited. Methods: Delis-H is a three-year mixed-methods project guided by the Medical Research Council (MRC) framework, comprising three interrelated studies: (1) co-creation and feasibility testing of a delirium prevention intervention, (2) a pragmatic non-randomised controlled evaluation across eight nursing homes, and (3) a realist evaluation of implementation and sustainability. Outcomes include hospital admissions, psychotropic medication use, mortality and delirium incidence, reported in accordance with SPIRIT guidance. Discussion: By detailing the study design, this protocol strengthens transparency and reproducibility and contributes to cumulative knowledge development on delirium prevention in nursing homes, with direct relevance for nursing practice. Trial registration: Open Science Framework (OSF) on 6 February 2026 (osf.io/f8b4k).
BACKGROUND:Family caregivers provide most of the long-term care and can benefit from support by nurses, yet undergraduate nurses feel unprepared. The aim of this study was to investigate students' attitudes and skills in caring for family caregivers and influencing factors. To reach this aim, the specific objectives were a) psychometrically validate the "Attitudes and skills of undergraduate nursing students in caring for family caregivers" instrument; b) describe the attitude and skill levels; c) evaluate educational exposure effect on attitudes and skills. METHODS:Validation study and cross-sectional study conducted in four European undergraduate nursing programmes (Denmark, Italy, Spain, and Sweden). Psychometric validation was performed using EFA and CFA. Associations between educational exposures and attitudes and skills were examined using univariate and multivariable linear regression models. RESULTS:Nursing students (n = 1307 out of 2230) across the three years of the undergraduate programme participated. The attitudes subscale was unidimensional with high internal consistency. For skills, EFA identified a three-factor structure, and CFA showed acceptable fit across other countries. Mean attitude scores increased across academic years (Year 1: 48.09 ± 6.81; Year 3: 50.24 ± 6.82; p < .001), as did total skills scores (Year 1: 69.04 ± 14.80; Year 3: 81.62 ± 13.19; p < .001). In multivariable models, attendance at a dedicated teaching module was associated with better attitudes and skills. Internship training objectives were associated with higher skills but not attitudes. Direct experience with family caregivers was associated with higher attitudes and skills, with the highest scores observed when exposure occurred in all clinical placements (attitudes: B = 3.47, 95% CI 2.20-4.73; total skills: B = 10.12, 95% CI 7.65-12.59). Supervisor openness was associated with attitudes only when present in all experiences (B = 1.87, 95% CI 0.31-3.42), whereas supervisor facilitation was associated only with skills (all experiences on total score: B = 7.69, 95% CI 4.91-10.47). Clinical context openness to family involvement showed no association after adjustment. CONCLUSIONS:Nursing education should ensure curricular content on family caregiving, explicit internship objectives, repeated direct contact with family caregivers during training, and supervisors' training to actively facilitate learning, to prepare future nurses to engage families not only as partners in care but also as a central unit of care.
