There has been a call for studies investigating the assumption that professional and interprofessional identities evolve differently during educational programmes. The aim of this study was to investigate the level of professional and interprofessional identity across different years of health and social care students’ professional education. This cross-sectional study invited students across all study years from eleven health and social care higher education programmes at one university to complete a web-based questionnaire. Professional and interprofessional identity were assessed using the Macleod Clark Professional Identity Scale (MCPIS-9). Differences in identity scores between study years were examined using two-sample t-tests and multivariable regression models. In total, 864 students, approximately one-fifth of the study population, participated. Across all study years, mean (SD) scores were 4.15 (0.54) for professional identity and 4.17 (0.53) for interprofessional identity (scale range 1–5). Final-year students scored slightly higher than first-year students on professional identity (mean difference 0.18, 95

BACKGROUND:Palliative care is required for all life-threatening diagnoses, aiming to prevent and reduce patients' experienced total pain, hence improving the quality of life for both patients and their relatives. Providing palliative care at home and facilitating home deaths is challenging. Norwegian authorities recognise insufficient competence among healthcare professionals as a factor within this area. AIM:To elucidate how healthcare professionals experience their utilisation of individual competencies when providing palliative end-of-life care at home. METHOD:A qualitative study was performed in the Norwegian home care service. Ten individual semi-structured interviews with healthcare professionals were conducted. Data were analysed using reflexive thematic analysis, employing a critical realist approach. RESULTS:Three themes were developed: (1) Being the right person for the job, (2) The patient is more than a diagnosis and (3) Supporting relatives along the journey. Healthcare professionals' individual competencies made them well-suited to provide palliative care, enabled them to recognise patients as unique individuals, and facilitated essential support and empowerment of their relatives. CONCLUSION:Important individual competencies among healthcare professionals were personal intuition, compassion, attentiveness, respect, flexibility and open-mindedness. The right healthcare professionals for providing palliative end-of-life care at home must utilise their individual competencies to seamlessly unite the art of caring with the science of palliative medicine. By doing this, healthcare professionals can better fulfil the aims of palliative care and provide high-quality care for patients.

Background:The original MISSCARE Survey was developed in the US in the early 2000s to assess the amount of missed nursing care. Because additional causes of missed care were detected in later years, the MISSCARE Survey was further developed in 2019 by adding one item in Part A and five items in Part B to the questionnaire. Neither the original nor the revised MISSCARE Survey is translated into Norwegian, so a questionnaire is needed to assess missed nursing care in Norway. This study aims to translate and adapt the revised MISSCARE Survey for use in Norwegian hospitals. Methods:A forward translation, followed by an expert panel's back-translation, cognitive interviews, and final version testing were conducted. Exploratory factor analyses were conducted to investigate the underlying factor structure. Internal consistency was assessed using Cronbach's alpha, and the intraclass correlation coefficient (ICC) was employed for a test-retest evaluation. IBM SPSS Statistics (version 29) was used for all analyses. Results:A total of 120 nurses and nursing assistants took part in the study assessing the psychometric properties of the Norwegian adaptation of the revised MISSCARE Survey. The exploratory factor analysis for Part B revealed four factors, the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.895, and Cronbach's alpha values ranged from 0.841 to 0.751, reflecting good internal consistency. The overall test-retest ICC was 0.894 for Part A and 0.827 for Part B, indicating strong reliability. Conclusions:The revised MISSCARE Survey adapted for use in Norwegian hospitals is a reliable and promising instrument for assessing missed nursing care in medical and surgical units within a local Norwegian hospital. However, further studies should be conducted to confirm the factor structure in larger and more diverse populations.

Objectives: The outbreak of COVID-19 in 2020 resulted in closed universities, digital teaching and restricted social contact. The students may encounter psychological stress and worries about their careers ahead, and some may experience feelings of doubt and helplessness while studying. Little is known about this closure’s impact on undergraduate nursing students writing their bachelor’s theses. This study aimed to explore how undergraduate nursing students in Norway, writing their bachelor’s theses, experienced coping with the impact of COVID-19 on their social and academic lives. Methods: We used qualitative individual in-depth interviews, and 14 undergraduate nursing students participated. Data were analyzed using content analysis based on Brinkmann and Kvale. Results: The analyses showed that the social restrictions demanded that the students had to cope with several challenges related to their social and academic lives. Two main categories and four subcategories emerged during the analysis. The main categories were (1) Practical challenges, with Physical restrictions and digitalisation and Circadian rhythm and sleep deprivation as subcategories and (2) Mental challenges, with the sub-categories’ Social isolation and loneliness, and Motivational and emotional challenges. Conclusion: When the universities closed, the students struggled with loneliness, sleep deprivation, keeping their routines, and being motivated to complete their bachelor’s theses. The universities must develop strategies to ensure that the students receive satisfactory information, support and guidance.

Background: There is a need to recruit registered nurses to work in nursing homes. Clinical placement can influence nursing students' attitudes toward the elderly and their choice of future workplace.Aim: What influences first-year nursing students' choice of future workplace?Method: Nursing students (N = 84) at the Norwegian University of Science and Technology answered a questionnaire with two open questions. Data were analyzed using Granheim and Lundman's content analysis.Result: The analysis led to three main categories regarding the importance of 1) the working environment, 2) professional nursing challenges, 3) daily guidance.Conclusion: The study emphasizes the importance of committed and motivated supervisors to increase well-being and promote good learning processes. The nursing students emphasize that the staff show good attitudes towards patients and that they perform professional nursing. A working environment with an emphasis on learning and guidance will be an important contribution to the recruitment of registered nurses for nursing homes.Keywordsclinical placementnursing homesnursing studentsrecruitmentqualitative research

BackgroundEvidence-based practice has been the desirable healthcare standard for decades. To ensure evidence-based healthcare in the future, nursing education curricula must include strategies for teaching evidence-based practice to nursing students. Learning outcomes about evidence-based practice might be incorporated into courses like the bachelor's thesis.AimThis study investigates whether writing a bachelor's thesis influences nursing students' practice, skills, and attitudes towards evidence-based practice, and explores whether there are differences between students writing the thesis as a literature study and students conducting empirical studies.DesignThis Nationwide Prospective Cohort Study collects data on students' practice, skills, and attitudes towards evidence-based practice through the Student Evidence-Based Practice Questionnaire and two questions from the Norwegian version of the Evidence-Based Practice profile questionnaire.ParticipantsThe sample consists of 314 nursing students writing their bachelor's thesis in the last term of their nursing education. The responding students represent all institutions of higher education in Norway.MethodsPaired t-tests were used to examine changes in the subscales practice, retrieving/reviewing, sharing/applying, attitudes and total scale for the Student Evidence-Based Practice Questionnaire from before they started to submission of the bachelor's thesis. Linear multiple regression analyses were conducted to explore differences between students writing a literature study and students conducting empirical studies.ResultsThe analysis showed that the nursing students significantly increased in the three subscales practice, retrieving/reviewing, and sharing/applying, in addition to the total scale for the questionnaire, while writing the bachelor's thesis. Further, the analysis showed no difference on the scales between the groups of students writing a literature study or conducting an empirical study.ConclusionsThe results indicate that writing the bachelor's thesis leads to increased learning about evidence-based practice and does not depend on the kind of thesis the students write.

Introduction The bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. It aims to demonstrate knowledge gained through education, to be an assessment tool, and to give new learning outcomes through working on the thesis. The process of working with the BT most often includes individual supervision. There is an absence of support for teachers supervising undergraduate nursing theses, which includes a lack of national or institutional guidelines, role definitions and research material. Objective Given the lack of helpful guidelines, this study aims to explore what the teachers emphasize as important regarding their supervision of nursing students writing their BT. Methods The study has a qualitative approach, featuring individual semi-structured interviews with nursing teachers supervising nursing students on the BT. Reflexive thematic analysis is used as the method of analysis. Results The analyses resulted in two generated themes, each with two subthemes, describing the patterns the teachers emphasize as important aspects of their supervision of nursing students writing their BT. The themes were “The pedagogical approach to the supervision” and “The advantages of the bachelor's thesis to the nursing profession.” Conclusions The teachers balanced different roles in the supervision of the students. They wanted the students to grow through challenging them, grounded in a relationship of trust and confidence. They were role models for how to be critical thinkers and incorporated critical thinking as a pedagogical implement in supervision, wanting to raise the students to become nurses who think critically. The teachers sought to combine clinical relevance with academic literacy to secure a new generation of nurses able to be a part of the future development of the profession. They wanted to equip the students with knowledge, skills, and confidence to speak up and communicate nursing. Last, the teachers combined their clinical and academic identities in the supervision of the BT.

In March 2020, the World Health Organization declared the global COVID-19 pandemic outbreak and the Norwegian government declared lockdown to stop the virus from spreading. In Norway, universities were immediately closed, and all teaching and learning were done digitally for the rest of the spring semester 2020. Our aim was to explore nursing students experience with studying and learning, as well as the psychological consequences it may incur during a period of social isolation during the Covid-19 pandemic lockdown. The study is a qualitative study based on a focus group with 6 nursing students. The analysis was conducted following Kvale’s approach to qualitative analysis. Three main categories were identified: (1) psychosocial learning environment, (2) personal and social challenges, and (3) communication. We found that the restrictions due to social isolation and pandemic restrictions such as closing of the university campus, has impacted students` study situation significantly, both psychosocially and academically. If social isolation should be necessary in the future, universities need to use methods such as group discussions, quizzes, and short breaks in the lectures to prevent unnecessary problems among the students. Personal challenges due to the social isolation, such as anxiety or other mental health issues are more difficult to avoid or prevent, but the universities must be better prepared to give students more personal communication, have unformal meetings and providing more information to the students in times of crisis.

Background:Mobile health has enormous potential in healthcare due to the increasing use of mobile phones in low- and middle-income countries; its effective deployment, uptake, and utilization may result in improved health outcomes, including a reduction in neonatal deaths. However, there is a suboptimal uptake of mobile health technologies among healthcare workers in low-resource settings like Nigeria, which are often context-specific. Objective:To investigate healthcare workers' perceptions of mobile health technologies in public health facilities in Lagos, Nigeria. Method:A qualitative study was conducted, and data were collected through six focus group discussions with 26 healthcare workers (doctors, nurses, and community health extension workers) from three public health facilities in Lagos, Nigeria. The collected data were analyzed using a thematic approach, where themes and subthemes were created. Results:Although the participants acknowledged that mobile health enhances patient-provider communication and saves time, they identified altering of healthcare workers' routine practices, information overload, power and network failure, skepticism, lack of trust, and concerns over diagnostic accuracy as potential barriers to its uptake. Conclusion:Addressing healthcare workers' perceptions of mobile health technologies may enhance the deployment and uptake of such solutions in Nigeria and similar low-resource settings. Developers and implementers of such can use them to create new or enhance existing mobile health solutions to better meet the needs and requirements of healthcare workers in low- to middle-income health settings, such as Lagos, Nigeria.

Objective: In this study, we aimed to investigate the extent to which nursing students use PEHA skills in clinical training. Method:In a cross-sectional study, nursing students at a Norwegian university were asked to complete an electronic questionnaire in their sixth semester.We present statistical analyses with a descriptive design.Free-text responses are categorised and presented thematically.Results: A total of 75 nursing students answered the questionnaire.The respondents only practised 7 out of 20 PEHA skills regularly in relevant patient situations.Most PEHA skills 65% are seldom or never used by nursing students in clinical training.The respondents highlighted the gap between theory and practice.They expressed that nursing supervisors lack knowledge of certain PEHA practices, which is a significant barrier to their clinical training. Conclusion:Nursing curricula encompass a much broader range of clinical examinations than those regularly performed in clinical practice.The findings of this study can be used to inform the further development of nursing curricula.Consideration could be given to reducing the range of examination methods taught so that students can attain better proficiency in the methods used in clinical practice.If enhancing this competency in both present-day and future nurses seems beneficial, closer cooperation needs to be established between educational establishments and healthcare services.Studies are also needed into the correlation between the use of clinical examinations and students' comprehension of and response to various clinical findings.PEHA skills can also provide nurses with a foundation for more precise reporting, as they gain a broader understanding of and can better describe the patient's symptoms and medical problems.Nurses become familiar with multiple aspects of the clinical picture and gain a better understanding of doctors' documentation 2 .Developing nursing students' clinical skills will improve patient care in the future 3 .

Aim:The aim of the study is to describe how Norwegian nursing students experience clinical practice when the Strengthened Supervision in Practice model is used together with peer learning.Background:Clinical practice is one of the most important parts of nursing education and the nurse supervisor plays an important role in the education of nursing students. Challenges arise because nursing students do not always receive quality supervision in practice. The quality of supervision affects the learning outcomes and well-being of the students during clinical practice. To meet the challenge that students do not always receive high-quality supervision, we wanted to try out a new supervision model Strengthened Supervision in Practice. Peer learning was also tried out in clinical practice.Method:The study used a qualitative design. Data were collected from three focus group interviews with a total of 11 nursing students participating.Findings:Clinical nurses are the most competent to supervise and assess nursing students in clinical practice. Peer learning provides safety in a learning situation.Conclusions:This study shows that the supervisor and their supervision competence are important for the student's learning. Cooperation with the lecturer in common meetings is important to make sure supervisors have quality guidance and assessment skills. The Strengthened Supervision in Practice model seems to meet expectations, but further research is necessary to develop the model further.

Hensikt: Med denne studien ønsket vi å finne svar på i hvilken grad sykepleierstudenter benytter undersøkelses-og vurderingsferdigheter fra

The bachelor thesis (BT) in nursing education is a significant piece of academic work for students. It serves as an instrument for demonstrating and assessing the knowledge they have gained throughout their education. The BT also introduces the students to the field of research. Students often write it on their own, and it has been characterized as the ultimate self-regulating learning task for undergraduate students. This study aims to explore undergraduate nursing students’ experiences of being in the process of writing their BT. It is valuable to gain information on students’ experiences in the middle of the writing process to improve the pedagogical and practical organization of the BT course in nursing education. Individual interviews were conducted with 14 students who were in the process of writing their BT. Qualitative content analysis was used to analyse the interviews. The theory of self-regulated learning was used to explore and contextualize the findings. The main findings are that the nursing students operated in both an individual and a social context while writing on their BT. Further, the study describes how students utilized and developed previous knowledge and organized the writing process. It also discusses how their personal abilities and motivation affected their learning process. The findings also show that students viewed discussions and feedback on their BT as being positive, and they provide information on how students experienced obstacles and unmet expectations. This study found that the most important self-regulated learning strategies used by the students while writing the BT were help-seeking, goal setting, time planning, and study techniques.

Aim:To explore the association between the implementation of a new model of supervision and the impact of undergraduate nursing students' interest in working in primary health care. Background:There is a need for more nurses in primary health care. To influence undergraduate nursing students to work in primary health care after graduation, the experience of their clinical practice in primary health care must be rewarding. In this study, we have implemented an alternative model of supervision for undergraduate nursing students in clinical practice, called 'strengthened supervision during clinical practice'. In this model, lectures from the university are responsible for giving support and tutoring the nurse supervisor in primary health care. Method:Undergraduate nursing students in Norway (69) participated in an implementation of a new model for supervision in clinical practice. Thirty-one completed a questionnaire consisting of 15 questions. The questionnaire was analyzed using descriptive analyses. Finding:Undergraduate nursing students positively evaluated interactions with their fellow undergraduate nursing students in the primary health care setting. The undergraduate nursing students reported the nurse supervisor as most important for their perception of the practice site, followed by the work environment and their peers. When asked where they planned to work after graduation, very few undergraduate nursing students selected primary health care. It seems like aspects of the new model, 'strengthened supervision during clinical practice' are successful, but further research must be undertaken to explore whether this new model continues to be successful.

BACKGROUND:Nursing homes are under strong pressure to provide good care to the patients. In Norway, municipalities have applied the 'Joy-of-Life-Nursing-Homes' (JoLNH) strategy which is based on a health-promoting approach building on the older persons' resources. Meanwhile job satisfaction is closely related to less intention to leave, less turnover and reduced sick leave. The knowledge about adjustable influences related with job satisfaction might help nursing home leaders to minimize turnover and preserve high quality of care. This study explores leadership in Norwegian nursing homes with and without implementation of JoLNH: How does leadership influence the work environment and how is leadership experienced in JoLNH compared to ordinary Nursing Homes?METHOD:We used a qualitative approach and interviewed 19 health care personnel working in nursing homes in two Norwegian municipalities. The analysis was conducted following Kvale's approach to qualitative analysis.RESULTS:The main categories after the data condensing were [1] the importance of leadership, and [2] the importance of leadership for the work environment in a municipality with (a) and without (b) an implementation of the JoLNH strategy.CONCLUSIONS:The health care personnel in the municipality with an implementation of JoLNH emphasize that the leader's influence may lead to increased motivation among the staff and better control of changes and implementation processes. Our findings may indicate that the employee from a JoLNH municipality experience a more trustful relationship to the leader.

En betydelig del av sykepleierutdanningen foregår i de kliniske studiene, veiledet av sykepleiere. Denne studien er utført for å forstå studentopplevelsene, hvordan de lærer å bruke håndhygieniske prinsipper i kliniske studier. Vi brukte et beskrivende og utforskende design med fokusgruppeintervjuer. Dataene ble analysert ved hjelp av kvalitativ innholdsanalyse. Analysen resulterte i to hovedtemaer, både faktorer som fremmet og hemmet studentlæring. Tydelige retningslinjer prosedyrer samt støttende og oppmuntrende tilbakemeldinger fra veiledere fremmet læring. Mangel på håndhygienefasiliteter, tidspress, komplekse læringssituasjoner, tilstrekkelig anerkjennelse og veiledernes manglende overholdelse, var hemmende faktorer. Studien viser at sykepleiere i klinisk praksis var forbilder for studentene og viktig for å lære de riktige håndhygieniske prinsipper i klinisk praksis

Introduction:The aim of educational institutions in the field of nursing is to educate nurses with the competences to provide high-quality care to their patients, meaning that students need to learn about evidence-based practice and how to translate the knowledge, skills, competency, beliefs, attitudes, and behaviours into daily practice. The bachelor thesis is the ultimate test for undergraduate nursing students to present what they have learned.Objective:The aim of this study was to explore undergraduate nursing students' experiences of conducting clinical projects in their bachelor theses.Methods:We used qualitative focus-group interviews to gain a deeper understanding of the students' experiences of conducting clinical projects in their bachelor theses as an approach to learn about evidence-based practice. The analyses focused on meaning according to Brinkmann and Kvale.Results:Eighteen out of 22 eligible students who had chosen to participate in ongoing clinical research projects and write an academic paper as their bachelor thesis were included in this study. The students were all females and divided into three focus groups. The clinical projects were conducted in a public hospital, a private hospital, nursing homes, or within home-care nursing. The analyses showed that conducting clinical projects in the bachelor thesis provided the students with important knowledge for providing evidence-based care and it. motivated them to want to initiate future clinical projects as nurses., They got valuable hands-on experience for how to conduct research, and made the students aware of the importance of keeping themselves updated on the latest knowledge.Conclusion:Conducting clinical research projects on a bachelor level provide undergraduate nursing students with important knowledge of how to provide evidence-based nursing care to their patients. Learning how to conduct clinical research projects is also important for motivating future nurses to initiate research aiming to improve clinical nursing practice.

Background: Finding new approaches to increase health and well-being among nursing home (NH) residents is highly warranted. From a holistic perspective, several Norwegian municipalities have implemented the certification scheme framed "Joy-of-Life Nursing Home" Aims: In a holistic perspective on NH care, this study investigated if NH residents despite potential symptom severity experience joy-of-life (JoL). Therefore, we examined the frequency of common symptoms and the association between common symptoms and JoL in cognitively intact NH residents. Methods: A cross-sectional design was employed. Using the QLQ-C15-PAL quality-of-life questionnaire, hospital anxiety and depression scale, and JoL scale, a total of 188 cognitively intact NH residents participated. Results: Symptom severity was high; 54% reported fatigue, 52% reported constipation, 45% reported pain, 43% reported dyspnea, 32% reported insomnia, 22% reported appetite loss, and 20% reported nausea, while 20% reported anxiety and 23% reported depressive symptoms. Nevertheless, 59% of the NH residents reported high JoL, which was significantly positively related to the quality of life and negatively associated with anxiety and depression.