As many patients prefer to die at home, nurses play a key role in supporting family caregivers and coordinating end-of-life care. This study explored nurses’ experiences of supporting family caregivers in home-based end-of-life care. Nine home care nurses were individually interviewed. Data were analyzed using a phenomenological–hermeneutic approach and reported according to COREQ. Three themes were identified and interpreted through the analysis: Guest and Professional Caregiver in the Home , Identifying Family Caregivers’ Needs Through Dialogue and Attunement , and Navigating Emotional Burden in End-of-Life Care . Nurses in home-based end-of-life care navigate a dual role as both guest and professional caregiver, fostering close relationships with patients and families that provide meaning but also involve significant emotional boundary work and risk of strain.
Perioperative hypothermia is associated with increased morbidity and mortality. Systematic temperature monitoring is considered important for early detection of hypothermia and timely intervention, yet incidence remains high. This study examined monitoring practices across the perioperative course. We conducted a 1-week retrospective observational study of 1261 patients undergoing surgery lasting more than 30 min. Temperature monitoring data, including hypothermia incidence and the use of monitoring devices, were extracted from electronic records. Only 11.1% of patients had complete temperature documentation across all stages, and hypothermia was frequently recorded. Preoperative temperature measurements were documented in 31.8% of patients with an average 7 h delay between ward measurement and arrival in the operating theatre, potentially limiting clinical utility of these measurements. Intraoperative monitoring occurred in 26.1% of patients and in 29.0% at the post-anesthesia care unit. We found intraoperative hypothermia in 38% of patients. The most commonly used device preoperatively was an infrared aural canal thermometer, and in the operating theatre, the most common device was urinary catheter-based invasive temperature monitoring. These findings indicate suboptimal continuity of temperature monitoring across the perioperative pathway. Our findings highlight opportunities to improve the consistency of perioperative temperature monitoring and warrant further research into factors influencing current practice.
In nursing homes, function-focused care aims to support older people's functioning and activity by promoting participation in everyday life. Digital gaming is one potential tool within this approach, but little is known about its use in staff-led daily practice. This study aimed to describe staff's experiences of the benefits of digital gaming for older people's functioning and activity, as well as its suitability for nursing home settings. Eighteen staff members participated in semi-structured focus group interviews following a 3-month digital gaming intervention. The data were analysed using inductive content analysis. The study was reported according to Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines. According to staff, digital gaming was perceived to support older people's functioning and activity through both short- and long-term benefits. Digital gaming was perceived as a useful tool for supporting function-focused activities and meaningful daily life. To maximise benefits, attention should be paid to organisational support and to staff competence in using technology to comprehensively support the functioning of older people.
Communication is essential in efforts to reduce drug-related harm. Nursing professionals play a key role in harm reduction practices; therefore, this qualitative study aims to describe their perceptions of communication in drug-related harm reduction and how to develop such communication. Nine ( n = 9) semi-structured interviews were conducted with nursing professionals with experience in addiction treatment, analysed through inductive content analysis. The study adhered to the Consolidated Criteria for Reporting Qualitative Research (i.e. COREQ). The current communication was described as multi-channel, invisible, undervaluing and unprofessional communication. The development themes were communication about services, accessible, early-stage, supportive, open, responsible and narrative communication. The need for visible and ethical communication emerged. Strengthening service-related communication and healthcare professionalism is essential to support help-seeking. Open and responsible communication could normalise discourse, and early integration into everyday environments could enhance prevention. The findings highlight the value of low-threshold services and the engagement of people who use drugs and lived experience experts in developing communication.
Diversity, equity and inclusion (DEI) are recognised as essential components of nursing education and clinical practice. The DEI framework aims to broaden knowledge and reduce health disparities. However, the ways in which DEI is applied may vary across national and educational settings due to its context-sensitive nature. The present study aimed to explore how Swedish undergraduate nursing students in their final semester described the phenomenon of DEI within the context of their education. Data were collected through sentence-completion involving 43 participants. The completed sentences were analysed using content analysis, and the study is reported in accordance with COREQ (i.e. Consolidated Criteria for Reporting Qualitative Research) guidelines. Three main categories emerged: 1) Recognising diversity as a foundation of nursing education and practice; 2) Advancing equity in nursing education and person-centred systems of care; and 3) Promoting inclusive practices in nursing education and healthcare delivery. The participating students viewed DEI as interconnected and multifaceted concepts, demonstrating reflective awareness and an ethically grounded understanding of DEI principles as integral to nursing education and practice. The findings highlight the importance of context-sensitive approaches to integrating DEI into nursing education and clinical practice.
Registered nurses (RNs) with a PhD constitute a resource for other healthcare professionals, patients and relatives, and may contribute to the advancement of nursing research and nursing science in education. Nevertheless, they seem to lack clear descriptions of career pathways or prerequisites for developing a career. Therefore, the aim was to explore existing and desired prerequisites for career development after earning a PhD, as described by RNs. Thirty-six individual, semi-structured interviews were conducted digitally with RNs who had earned a PhD degree between 2016 and 2022. The data analysis was guided by conventional qualitative content analysis. The results showed that prerequisites described as essential for careers formed two categories: Structural and Dynamic , with five subcategories: Employment, Finances, Research culture, Supportive engagement and Personal investments. The described prerequisites for career trajectory planning for PhD-prepared RNs may serve as a guide for the development of national career structures.
The dominance of the biomedical model in health education has impeded the integration of humanisation as a cross-cutting competency in nursing curricula. The present study aimed to explore the experiences and perceptions of faculty and students regarding a curricular innovation intended to incorporate humanisation competencies from the early stages of nursing education. A qualitative design was employed, using semi-structured interviews with six faculty members and eleven first- and fifth-year nursing students at a Chilean university. Data were collected between September and November 2024 and analysed using content analysis. The study is reported in accordance with the COREQ guidelines. Students who participated in the curricular intervention associated humanisation with specific tools and clinical experiences, whereas those who had not been exposed to the intervention described it mainly in terms of general attitudes, such as empathy. Faculty members identified institutional barriers and highlighted the importance of mentorship and supportive policies. The early and transversal integration of humanisation into the curriculum facilitated a more meaningful understanding and practice of person-centred care.
This discussion paper responds to recent calls for norm-critical and norm-creative pedagogy in nursing education. While acknowledging the importance of addressing healthcare inequalities and recognising the value of lived experience and embodiment, the paper argues that norm-critical approaches lack empirical foundation, internal consistency and ontological depth. Drawing on phenomenology and classical natural law theory, the paper proposes an alternative ethical framework rooted in human nature. By integrating relational experience with a teleological understanding of the human person, nursing education can foster a more grounded, coherent and enduring approach to human dignity, ethical reflection, and social justice.
Doctoral seminars represent a central component of doctoral education, providing a forum for critical reflection and intellectual development within a safe and collegial environment. Yet, seminar cultures can be shaped by hierarchical structures, power dynamics and unwritten norms that may foster vulnerability and exclusion. Because seminar cultures differ across disciplines and institutions, the present study identifies and examines three aspects that can either facilitate or constrain active participation and scholarly growth: the presence or absence of an appointed discussant, the format of engaging with a written text versus a verbal presentation, and the degree of openness of the seminars.
Discharge nurses (DNs) play a crucial role in ensuring the safe discharge of older adults. The present study aimed to describe the experiences of DNs regarding the safe discharge of older adults with memory disorders from the hospital through a free-form writing approach. We conducted a descriptive, qualitative study with a phenomenological epistemological approach. We chose free-form writing as an appropriate method for exploring how DNs ( n = 11) describe the safe discharge of an older adult with memory disorders from the hospital. The data were analysed using qualitative content analysis. In reporting, we followed the Consolidated Criteria for Reporting Qualitative Research (COREQ). We related the experiences DNs regarding the safe discharge of older adults with memory disorder to continuity of care, mental health, environment, functionality, multiprofessionality, near ones and memory disorder. The care unit should ensure the continuity of services while discharging an older adult with a memory disorder.
Few studies have examined advanced practice nursing (APN) master students’ insights on the future of work from a digitalization standpoint. The present study aimed to provide insight into the perceptions of APN master students regarding digital healthcare in 2040 using the remembering the future method. A descriptive, qualitative study was conducted. Data were collected using the remembering the future method in 2024. Purposive sampling was employed with a total of 38 APN students as respondents. All respondents were registered nurses. The Consolidated Criteria for Reporting Qualitative Research (i.e., COREQ) checklist was followed. Three themes emerged: 1) Advanced technology enabling customized care, 2) Robots working with nurses and 3) Establishing a respectful and harmonious work environment. APN students see their future work in healthcare positively with respect to technology as part of everyday routine, robots as coworkers and clinical environment characterized by pleasant harmony. These findings can be utilized in designing and implementing nursing curricula, as well as in the continuing education of nurses.
Diabetes mellitus presents global health challenges, thereby increasing the need for person-centred care. This cross-sectional study of 157 diabetes specialist nurses evaluated the theoretical structure of the Swedish version of the Learning potential of the workplace scale and explored whether the learning potential of the workplace, work engagement, quantitative demands, influence, stress and work experience in diabetes care were associated with nurses’ perceptions of person-centred care. Regression analysis showed that the variables “opportunity to reflect”, “support in learning’, “work engagement” and “work experience in diabetes care” were positively associated with perceived person-centred care. Perceived organisational and environmental support for person-centred care was positively linked to “opportunity to reflect”, “support in learning” and “influence” and negatively to “stress” and “quantitative demands”. Reporting followed the STROBE guidelines. The findings demonstrated that healthcare systems can enhance nurses’ ability to provide person-centred care for persons with diabetes by fostering learning-oriented workplaces and addressing organisational challenges.
Technological advancements and digital accessibility have increased expectations for flexible learning in higher education, requiring pedagogical approaches that support self-regulation and self-directed learning, which are core principles of self-determination theory. The present study aimed to explore how students experienced courses with flexible learning design within a master's nursing programme. Four focus group interviews were conducted with master`s students in advanced clinical neonatal nursing in spring 2023, and the data were analysed using reflexive thematic analysis. The study adhered to COREQ. Four main themes were identified: “Reflections on Professional Growth”; “Experiences with Flexible Learning Strategies”; “Perceptions of the Learning and Social Environment” and “Balancing Flexibility with Everyday Life”. Flexible learning design supported both autonomy and professional growth. Despite limited face-to-face interaction, students reported a strong sense of relatedness. To meet core psychological needs, a well-structured flexible environment must offer clear communication of structure, expectations and learning opportunities.
Peer learning supports bachelor nursing students’ professional development, yet its usefulness across clinical contexts and educational levels remains underexplored. This cross-sectional survey study used quantitative and qualitative data ( n = 1264; 50.3% response rate) collected between May 2020 and June 2022 to examine bachelor nursing students’ perceptions of their learning environment and professional development, during different clinical placements and educational levels, when supervised within peer learning. Reporting followed STROBE and COREQ guidelines. Most students reported that peer learning significantly enhanced learning (67.7%), professional development (65.7%), autonomy (59.1%) and understanding of the nursing process (57.5%). Students favoured regular changes of peers. Peer learning environments were scored significantly higher than traditional one-to-one supervision. However, peer learning benefits appear to decline in later semesters and at certain clinical settings. Structured reflection based on the profession's role and function, as well as context-sensitive implementation, may enhance the relevance of peer learning for more advanced students.
Domestic violence is a global public health issue which violates women's human rights. Ambulance nurses may encounter women exposed to domestic violence, often under complex and time-constrained circumstances, and often in patients’ homes. The present study aimed to explore how ambulance nurses experience such situations in a prehospital setting. The study's qualitative design was based on eight semi-structured interviews with ambulance nurses in one Swedish region. The data were analysed using qualitative content analysis. The study follows the COREQ (i.e. Consolidated Criteria for Reporting Qualitative Research) reporting guidelines. The findings show that the nurses relied on subtle signs, intuition and experience to interpret the situation and assess potential exposure to violence. Creating trust was described as central, yet difficult. Participants described strategies to enable disclosure, such as separating the individual from their partner and using the ambulance as a neutral space. At the same time, a lack of guidelines and uncertainty about further steps contributed to hesitation and emotional strain. The results point to a need for increased support in the form of education, structured documentation and clear referral pathways. Strengthening these areas may help ambulance nurses feel more confident in responding to domestic violence and contribute to safer care for the victims of domestic violence.
Aims: Going through treatment for gynecological cancer leads to significant changes in a woman’s life. In addition to physical ailments such as abrupt menopause, fatigue, pain and lymphedema, many live with fear of cancer recurrence. The aim of this study is to explore how women treated for gynecological cancer describe their fear and how a digital psychoeducative program can help them manage it. Methods: The findings are based on the notes written by 53 women in a digital psychoeducative program called Gynea. Thematic analysis was used to analyze the written texts. The COREQ checklist was followed. Results: Six themes emerged through thematic analysis. The first four themes were related to the women’s descriptions of fear: Distrust of the body , Being alert to bodily changes , Existential fear for the future and Unmanageable fear . The last two themes related to the women’s descriptions of how the Gynea program benefited them: Knowledge provides insight and understanding and Support and s trategies improve control and everyday life. The results indicate that the digital program has the potential to help women manage their fears after treatment. Activities to foster insight and understanding, factual information about which recurrence-related symptoms to watch out for, and exercises for managing overwhelming fear were found to be helpful in the rehabilitation process. Conclusions: The digital intervention holds promise in a future that is moving toward increased digital follow-up. Registered nurses have a central role in this rehabilitation process, both in terms of follow-up related to the individual patient and in the development of future digital psychoeducational programs. Giving appropriate information, knowledge, tasks and exercises, the period after cancer can be less dominated by fear and anxiety for women who have been treated for gynecological cancer. Trial Registration: The Gynea project is registered as a clinical trial, ID: NCT 04414436.
The present study aimed to describe registered nurses’ experiences of change in attitudes and self-efficacy when caring for patients with multidrug-resistant bacteria during a pandemic. This qualitative, longitudinal study used serial focus group interviews. It was conducted in a university hospital in southwestern Norway before and during the COVID-19 pandemic. In total, 62 registered nurses (RNs) participated in 12 focus group interviews at three time points between March 2020 and March 2023. We employed a diachronic analysis approach, finding four themes. The RNs experienced variable confidence in their infection prevention and control knowledge, and the constantly changing pandemic context and guidelines became obstacles to recommended behaviour. The RNs’ emotional responses when caring for patients with multidrug-resistant bacteria changed during the pandemic, and they became more confident in antibiotic stewardship. Despite these changes as a result of the pandemic, the RNs expressed consistent solution orientation, indicating a steady self-efficacy even through change. Reporting Method: COREQ.
The operating theatre nurse is responsible for advanced perioperative care in complex environments requiring both technical and non-technical skills. Non-technical skills training can improve teamwork and reduce the risk of adverse events. The Scrub Practitioners' List of Intraoperative Non-Technical Skills (SPLINTS) is a behavioural assessment tool for scrub practitioners not yet translated into Swedish. A Swedish version would provide a common conceptual base and strengthen non-technical skills for Swedish operating theatre nurses. The present study therefore aimed to translate the SPLINTS into Swedish, making it useable in a Swedish perioperative context. A three-round Delphi study was conducted to reach consensus for a Swedish translation. A mean rating of eight or higher on a 10-point scale, assessed as agreement among the experts, was reached in the third round. Although consensus level of agreement was not reached for all elements, three rounds resulted in agreement by a majority. Guidance on Conducting and Reporting Delphi Studies (CREDES) was used as reporting guideline. This Delphi study conducted an important first version of a Swedish translation of the SPLINTS, which, however, needs to be followed by validation and psychometrical testing.
