University College South Denmark (Danish: University College Syddanmark) is a university college in the southern part of Denmark. It offers bachelor courses in various disciplines and has approximately 5,900 students and 700 employees.
Nielsen et al. (2025) recently presented a critique of the current scholarship on epistemic injustice in healthcare, emphasizing the absence of robust empirical evidence, the conceptual difficulty of establishing criteria for identification, and the risk of theoretical misapplication of Miranda Fricker's original framework. While the call for nuance and careful theoretical articulation might be worthwhile, the framing of their critique risks reinforcing precisely the patterns of epistemic exclusion that the concept of epistemic injustice is meant to expose. The implication that epistemic injustice must be operationalized and empirically validated in large-scale quantitative studies before it can be acknowledged as clinically and ethically significant may inadvertently replicate a longstanding hierarchy of knowledge in which certain forms of suffering become "real" only once translated into quantifiable data. In this response, we aim to advance the scholarly debate by questioning the argumentative basis of Nielsen et al.'s claim that fundamental scientific, conceptual, and theoretical flaws undermine the field of epistemic injustice in healthcare. We propose instead approaching epistemic injustice with social objectivity and methodological pluralism; the concept should not be dismissed for lacking quantification or standardization, but rather recognized for its complexity and significance in improving equity, care, and clinical encounters.
Fibromyalgia is a widespread chronic condition. Although Clinical Practice Guidelines for fibromyalgia currently exist, their application in diagnostic and therapeutic settings faces significant implementation challenges across healthcare systems. This has led to a persistent gap between knowledge and clinical practice, a phenomenon yet to be explored in the Danish context. A cross-sectional study was conducted to investigate the level of knowledge and adherence to Clinical Practice Guidelines for fibromyalgia among Danish physical therapists, throughout a questionnaire consisting in the selection of the elements that they would consider for the adequate assessment, treatment, and expected duration of the therapeutic approach, to classify professionals as adherent, partially adherent, or non-adherent based on their selection of assessment and treatment components, and to evaluate their responses to 24 statements on a 5-point Likert scale reflecting their alignment with recommendations from Clinical Practice Guidelines. A total of 149 physiotherapists (mean age 39.26 ± 11.50, and gender-balanced) participated, amongst which 35 (23.49
BackgroundDespite growing acceptance of integrating physically active learning (PAL) into schools, challenges remain regarding sustaining the results obtained in controlled experiments beyond the formal program. This study addresses this gap by exploring how in-service teacher training can be structured to support the sustained implementation of PAL.MethodsWe adopted an international multi-stakeholder perspective and recruited teachers (n = 6), teacher educators (n = 6), and researchers (n = 6) to participate in online semi-structured interviews. All 18 stakeholders were recruited based on their expertise in PAL. Interviews were audio-recorded, transcribed, and analysed using reflexive thematic analysis.ResultsWe identified two overarching themes: (A) the process of gradual growth and (B) building a whole-school PAL culture. The first theme illustrates teachers’ gradual PAL growth through i) onboarding, ii) starting simple, and iii) building towards advanced practice. The second theme revolves around building a whole-school PAL culture and encompasses the process of sustaining PAL through (i) school and national policy and (ii) developing a PAL culture.ConclusionsBased on these themes, we developed a conceptual framework as a visual representation of the results structured around the phases of onboarding, starting simple, advanced practice, and building a whole-school PAL culture. The framework indicates that PAL teacher training is a comprehensive process that occurs in a synergistic relationship between teachers’ individual and collective agency to implement and sustain PAL in schools. This study and the proposed conceptual framework may help advance the implementation and sustainability of future PAL initiatives. However, the framework represents an interpretative synthesis of stakeholder perspectives and requires further empirical testing across educational contexts.
PURPOSE:Patients undergoing open repair of abdominal aortic aneurysm face a lifesaving but profoundly demanding procedure that disrupts everyday life and creates challenges for their physical, emotional, and existential well-being. This review synthesizes qualitative evidence on patients' experiences of nursing care and hospitalization when admitted for open repair and the subsequent personal rehabilitation. No previous qualitative synthesis exists focusing specifically on this patient group and vascular nursing care. METHODS:A qualitative systematic review was conducted following the Joanna Briggs Institute (JBI) methodology. The databases Embase, MEDLINE, CINAHL, Google Scholar, and ProQuest Theses & Dissertations were searched. Study quality was assessed using the Qualitative Assessment and Review Instrument, and findings were synthesized using JBI meta-aggregation supported by inductive content analysis. RESULTS:Seven studies met the inclusion criteria. The analysis identified three main categories of findings: the existential impact of life-changing moments, reclaiming everyday life, and navigating physical, informational, and emotional challenges. These categories were integrated into an overarching meta-synthesis entitled "life-changing moments and reclaiming everyday life." CONCLUSION:Patients undergoing open repair experience surgery as a life-changing event causing ongoing physical and existential challenges that extend beyond discharge. Vascular nursing practice should therefore offer gradual introduction of person-centered information, attend explicitly to existential concerns, and ensure planned follow-up to support rehabilitation and the reclaiming of everyday life.
Pregnancy loss may affect body image and sexual health, yet little is known about these changes. This study explored how people who lost a child during pregnancy, at birth, or neonatally perceived these aspects. Participants from the Danish "Life after the Loss" cohort (bereaved between gestational week 14 and one month after birth) completed a survey on body image and sexual health, including rating scales on perceived body image, the Body Image Quality of Life Inventory, and questions on sexual health. Among 219 participants, women who gave birth at the loss reported average but changed body image after the loss and a slightly negative impact on quality of life. Partners reported good and mostly unchanged body image after the loss without quality of life effects. Over the past year, most women reported reduced sexual desire and felt their needs were met; partners reported unchanged desire and unmet needs.
