University College Absalon

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: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.

AIM:To co-create a digital education and training programme that actively engages healthcare professionals, patients and their families, preparing them for effective participation in cross-sectoral virtual consultations. DESIGN:This action research study was conducted through three iterative workshops involving hospital and primary care professionals, general practitioners, municipal nurses, patients, relatives and researchers. Data were collected from group discussions, field notes and visual materials and analysed thematically. RESULTS:The co-creation process identified essential competencies in communication, technical proficiency, meeting leadership and patient engagement. These were translated into eight targeted learning modules and an explainer video, forming an accessible digital training platform. The Calgary-Cambridge guide informed the communication framework used within the learning modules to support patient-centred virtual care. Stakeholder feedback confirmed the programme's relevance, usability and potential for broader implementation. CONCLUSION:The study demonstrates that collaborative, practice-based co-creation supports the development of digital and communicative competencies across sectors. The resulting platform offers a transferable model for integrating virtual consultations in future healthcare education and practice. PATIENT OR PUBLIC CONTRIBUTION:Patients and relatives actively participated in workshops, significantly contributing to content identification, platform development and the emphasis on patient-centred communication.