IntroductionChronic conditions are a significant global health challenge that adversely affects the quality of care for patients with type 2 diabetes (T2D). To evaluate and improve the quality of care, the Patient Assessment Chronic Illness Care (PACIC-5As) tool has been developed. It is the most widely used tool designed to assess the perceived quality of care among individuals with chronic conditions, including diabetes. Nevertheless, it has not yet been culturally adapted and validated in the Ethiopian context. Therefore, this study aimed to translate, culturally adapt, and evaluate the psychometric properties of the PACIC-5As tool in Ethiopia.MethodsA multicenter cross-sectional study was conducted among individuals with type 2 diabetes from March 24, 2025, to May 5, 2025, in the Amhara region's comprehensive specialized referral hospitals. A systematic random sampling technique was used to select the study participants. Data were collected through face-to-face interviews. The tool consists of 26 items and 5 domains. Content validity was assessed at both the individual and scale levels. Internal consistency was evaluated using Cronbach's alpha (α) and composite reliability (CR), with a value ≥ 0.70 considered acceptable. Confirmatory factor analysis (CFA) was conducted to evaluate model fit and factor structure. Model fit was assessed using the absolute and incremental fit indices and interpreted based on the recommended thresholds. Convergent validity was computed using average variance extracted (AVE), with a value ≥ 0.4 considered adequate, while discriminant validity was evaluated using AVE and inter-construct correlations.ResultsA total of 520 study participants were enrolled, and 517 (99.4%) were included in the study. The overall mean summary score of PACIC-5As-ET was 2.68 (±0.62). The content validity index at the item and scale levels ranged from 80% to 100%, with an inter-rater agreement of 95%. The Cronbach's alpha and composite reliability (CR) of the PACIC-5As-ET were 0.93. The Cronbach's alpha values for the subscales ranged from 0.71 (Assist) to 0.82 (Arrange). The test-retest reliability of PACIC-5As-ET was 0.94. The model fit indices were χ²/df (2.79), RMSEA (0.06), SRMR (0.08), GFI (0.89), and CFI (0.40). The AVE value of the overall PACIC-5As-ET was 0.93, and the subscales ranged from 0.47 (Advise) to 0.59 (Arrange).ConclusionsThe Amharic version of the PACIC-5As-ET tool demonstrated excellent internal consistency and acceptable validity for assessing the perceptions of patients with T2D. The absolute fit indices were generally within the recommended range, whereas the incremental fit indices were low. Therefore, support for the hypothesized five-factor structure is limited and should be interpreted with caution.

Abstract Background The rapid uptake of generative artificial intelligence (GenAI) in higher education has increased both enthusiasm and concern. While students’ use of GenAI has been widely discussed, empirical research focusing on nurse educators’ own experiences and perceptions remains limited. This systematic review synthesizes evidence on nurse educators’ experiences of using generative artificial intelligence in teaching. Methods A systematic literature review was conducted in accordance with PRISMA 2020 guidelines. Searches were performed in PubMed, CINAHL, Web of Science, and ERIC. Peer-reviewed empirical studies published in English were included. Two reviewers independently screened records, extracted data, and conducted quality appraisal using established tools. Due to methodological heterogeneity, results were synthesized thematically. Results Thirteen studies were included, representing a total of 3082 participants. Two overarching themes were identified: (1) Nurse educators’ opportunities and challenges using Generative AI in teaching, and (2) Nurse educators’ competence and ways of using Generative AI. Educators described Generative AI as a potentially valuable resource for teaching efficiency and organizational and pedagogical inspiration. They expressed concerns relating to their loss of professional roles, academic integrity, and erosion of critical thinking related to students. Experience with Generative AI, institutional position, organizational policy and support influenced educators’ attitudes, confidence, and use. Discussion The findings reveal a tension between optimism about Generative AI’s pedagogical potential and apprehension about its ethical, educational, and professional implications. Educators’ calls for clearer policies, competency development, and institutional support highlight the need for systematic capacity-building. Conclusion Generative AI's value depends on educators' skills, supportive policies, and intentional use, making structured training and governance essential for integration in nurse education.

Globally, family members account for the main source of caregiving for people with dementia in ordinary housing. Providing informal care may have negative health consequences for relatives such as stress, reduced quality of life and depression. According to Swedish legislation, the social services should provide support to those who care for a relative who is elderly, has a long-term illness or a disability. However, it is not clear how family caregivers can be identified to be provided support. Identifying family caregivers is a challenge for social services and the healthcare system, especially since many family members do not primarily identify themselves as caregivers. This study describes family members' experiences of being identified as a family caregiver to a person living with dementia. Individual semi-structured interviews were conducted with 21 family caregivers, and an inductive content analysis was used to analyse the data. The analysis developed the main category "Personal resources and random inclusion during unsystematic processes", and the three generic categories "Self-identification as a caregiver", "Identified before cognitive assessment" and "Identified through cognitive assessment", illuminates the family members' experiences of being identified as a family caregiver. This study highlights that the identification of family caregivers to people living with dementia is often fragmented, inconsistent and dependent on individual circumstances rather than systematic processes. The identification was influenced by organizational factors, such as limited cooperation and collaboration between the healthcare system and social services. It also concerned the family caregivers' previous experiences from healthcare and social services, knowledge of Swedish legislation, and personal resources such as ability to navigate complex systems, as well as the psychological capacity to seek help during a period of uncertainty and emotional strain. The findings underscore the need for more proactive, preventive and coordinated approaches across the health care system and social services.

BACKGROUND:Planned home birth is an option for healthy women with low-risk pregnancies and is attended by midwives in the home setting. While well established in several countries, planned home birth remains uncommon in Sweden. Available evidence suggests that, for selected women, home birth can be as safe as hospital birth and may be associated with greater autonomy, control, and more positive birth experiences. However, women's experiences of planned home birth in Sweden remain underexplored. OBJECTIVES:To explore women's experiences of planned home birth attended by midwives in Sweden. DESIGN:Qualitative study using a netnographic design. METHODS:Twelve publicly available online narratives were collected from blogs, discussion forums, and Instagram posts in which women described their experiences of planned home birth supported by a midwife. Data were analysed using Kozinets' netnographic analysis framework. RESULTS:Two themes and four categories were identified: Experiencing safety in the home environment and The importance of a supportive team. Women described the home as a calm and secure environment that promoted confidence, autonomy, and trust in the birth process. Freedom to manage labour according to individual needs and support from a known midwife, partners, and family members contributed to positive birth experiences. CONCLUSION:Planned home birth was experienced as safe, positive, and empowering. Choice, informed decision-making, and individualised care emerged as key factors influencing positive birth experiences. Providing alternatives to hospital birth may support women's autonomy within an equitable and person-centred maternity care system.

Introduction Infertility is a global health concern affecting millions of persons, and is associated with psychological strains, including anxiety, stress and depressive symptoms. Women undergoing investigation and Artificial Reproductive Technologies may seek complementary interventions, such as yoga, to support psychological well-being. Aim The aim of this scoping review was to map and synthesize the existing research on the use of yoga among women undergoing investigation and/or treatment for infertility, and to identify reported outcomes and research gaps. Method A scoping review was conducted according to JBI methodology and reported in accordance with the PRISMA-ScR checklist. Systematic searches were performed in CINAHL, PubMed and Web of Science for articles published between 2014 and 2025. Studies examining yoga interventions among women with infertility were included and charted. Results Three studies involving a total of 297 women met the inclusion criteria. The studies were conducted in Canada, Italy and Turkey and applied different yoga interventions, primarily Hatha yoga. The findings of this study are presented under two main categories: Characteristics of study samples and interventions and Impact of yoga on mental health indicators and quality of life. None of the included studies assessed pregnancy or fertility treatment outcomes. Conclusion Yoga appears to be a promising complementary intervention for reducing psychological distress among women experiencing infertility. However, the limited number of valuable studies and heterogeneity of study designs highlight the need for further research, particularly regarding long-term effects and reproductive outcomes.

Introduction It is well-established in research that clinical learning during nursing education is a foundational preparation for future practice. However, the role of academic tasks, such as writing a bachelor's thesis, is less recognized for its contributions to nurses’ working lives and overall professional development. Objective This study aimed to explore registered nurses’ perceptions of the process of bachelor's thesis and its perceived usefulness in professional nursing careers. Methods Semistructured interviews with ten registered nurses was employed. A thematic analysis of the data and the framework of sustainable learning were used. Results The findings showed that the process of writing a bachelor's thesis during nursing education was perceived as a valuable learning experience and a source of continuing development. The main themes, professional knowing and professional agency, demonstrate the knowing applied in the healthcare contexts and for understanding nurse-patient relationships. The nurses stated that professional agency in research dissemination and a critical approach in their daily patient care was important and that the bachelor's thesis had provided a foundation for these practices. Conclusion Writing a bachelor's thesis during nursing education is justified as it may contribute to a critical understanding of nursing phenomena and the care taking place in clinical contexts. Bachelor's theses align with sustainable learning and are one of the prerequisites for readiness for change and development in professional practice.

Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts. Design A longitudinal descriptive study. Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

This study was conducted to examine whether online information regarding male infertility on Swedish fertility clinics' websites was readable, suitable, and of appropriate quality. A cross-sectional design was used to evaluate 22 fertility clinics' websites focusing on male infertility by using the Suitability Assessment of Materials (SAM), and the DISCERN instrument. Results showed that information focusing on male infertility was scanty but had an "adequate" readability and was easy to comprehend. The conclusion was that the information on the websites must be reliable, so that men can base their choices concerning their fertility issues on reliable facts. It is important that health care professionals develop high quality sources of information regarding male infertility.

Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor's thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor's thesis as a ‘ Personal tool’ and a ‘ Systemic tool for learning nursing’. The personal tool was related to ‘ Preparation for patient encounters in working life’ and ‘ Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘ Enabling to impact on the organization of work and stakeholders’ and ‘ Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor's thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor's thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.

BACKGROUND:A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students' experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles. METHODS:A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs' Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again. RESULTS:Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it's functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients' outcome and working environment. CONCLUSION:The students' attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories of ways of experiencing writing: A. Structure, B. Comparison, C. Shift, and D. Relation. The categories of ways of experiencing the writing of a bachelor’s thesis constitute a range of foci, from solitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational skills. Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications of the transformation from writing for oneself to writing for others, across disciplines and beyond academic levels.

Aim: To describe community healthcare professionals' experiences of preventing malnutrition among children in rural Bangladesh.Methods: A descriptive qualitative study with a total of seven healthcare professionals were recruited from a non-governmental organisation in rural Bangladesh. Individual in-depth interviews were conducted in November 2018 using a semi-structured interview guide. The audio-recorded interviews were transcribed verbatim and analysed manually using content analysis.Results: The data analysis resulted in two main categories: Implementation and practices in preventing malnutrition and Challenges in working with prevention of malnutrition. Education was considered an important and essential preventative intervention. Healthcare professionals faced challenges in their work in relation to socio-cultural and climate factors. The findings indicate how healthcare professional identified the need for increased knowledge and resources in the community to promote nutritional health in children.

Aim: The aim of this study was to investigate newly admitted nursing students' views on nursing education and their future profession. Background: Students' choice of education can be influenced by societal and familial values and among nursing students' altruistic motives are common. Students', conceptions, expectations and doubts combined with their orientations to learning affect their ability to successfully cope with studies in higher education.Design: A descriptive design using mixed method.Methods: This mixed-method study is based on 126 qualitative semi-structured interviews and 158 questionnaires with newly admitted nursing students. The data collection was conducted during their first six weeks of edu-cation. Collected data were analyzed using content analysis and descriptive statistics. This study was conducted and reported in accordance with the COREQ checklist.Results: The overarching theme: "Making a difference if managing to become a professional nurse", describing students' dichotomous emotions of expectations and doubts in relation to their conceptions, emerged from seven main categories. Students' ratings of emotions revealed high ambition and motivation. Fears and worries about uncertainty expressed in interviews correlated with ratings of negative emotions.Conclusion: Newly admitted nursing students think highly of the nursing profession and upcoming education. Students put faith in their own ability which is accompanied by doubts derived from uncertainty about forth-coming demands in academic, clinical and personal settings. Understanding of students' conceptions, expecta-tions, doubts and their orientations to learning could be helpful in guiding them to acquire the nurse competencies necessary to become professional nurses that are able to handle complex situations.

BACKGROUND:During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students' development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students' experiences of professional competence development during education.METHODS:A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.RESULTS:The results revealed that students' professional role developed gradually. The students' started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students' focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.CONCLUSIONS:Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.

While performing various academic work, such as writing a bachelor's thesis, are known to be challenging for university students, less is known about students' expectations in this regard.AIM:The aim was to describe students' expectations of the upcoming process of writing a bachelor's thesis.DESIGN:The study employed an explorative, qualitative approach with a single, written open-ended question design.METHODS:The data were collected consecutively 2013-2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.RESULTS:The students' accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor's thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.CONCLUSIONS:The nursing students' expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor's thesis and similar academic student papers. This study adds to the research on students' studying and learning in nursing education by bringing to the fore students' expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.

Background: Social media have slotted firmly into the mechanics of daily life, affecting people’s everyday interactions, and working life. Access to the Internet has changed the way people search for information, manage health and illness, and how they relate to each other. Persons affected by infertility are likely to search the Internet to obtain infertility-related information and social support. However, evidence is needed regarding the way in which the target group uses the Internet in infertility-related issues. The aim of the study is to describe infertile women’s experiences of using social media focusing on infertility. Methods: This study is based on qualitative semi-structured telephone interviews with seven women. The interviews were conducted between May 2020 and November 2020 and were audio recorded and transcribed verbatim. Collected data were analyzed using thematic analysis. Results: Two themes were constructed from the data: Invaluable venue and Opportunity of choice. The women used social media focusing on infertility to support each other, to find infertility-related information and for fellowship and solidarity. Usage of social media forums was a part of everyday life and different forums were used, depending upon where the women were in the treatment process. Further, decisions about choice of group were based on which age groups were targeted and geographical location. Conclusion: Infertility is one of the most stressful events in life and is associated with a rollercoaster of emotions. The use of social media focusing on infertility was experienced as positive, providing valuable information, support, eliminating loneliness and being a breathing space. Different forums were used depending on where the women were in the treatment process.

Background: Infertility affects one in six couples. New digital resources exist which enable the study of lived experience of persons with infertility. Blogging represents a forum for sharing narratives and experiences. To provide high quality care for persons with a history of infertility, it is crucial to ascertain what they value as significant in their situation. Blogs with a focus on infertility may provide this information. Objectives: The aim of this study was to gain insight into which infertility-related issues are discussed on Swedish infertility blogs. Methods: In total, 70 infertility blogs were identified on the Internet and 25 met the inclusion criteria. A quantitative–qualitative content analysis was performed with the support of the Gavagai Explorer text analysis software. Results: A total of 4508 postings were retrieved from the blogs, all of which were written by women. The outcome of the analysis resulted into the following topics: Emotions (16.8%), Relations (12.5%), Time and waiting (7.1%), Body (6.6%), Care and treatment (4.2%), Food and diet (1.4%) and Exercise (0.5%). For most topics, there was a balance between positive and negative statements, but the body topic stood out by having more negative than positive sentiment. Conclusion: By considering the topics expressed in blogs, health care personnel are provided with an opportunity to better understand the situation of individuals affected by infertility.

Background: Students’ reasons for choosing nursing and their expectations of education and future career might have an impact on how they manage their studies. During upcoming training, the students need to acquire certain skills and competencies to become professional nurses able to handle complex situations. Therefore, it is of interest to understand students’ perceptions of upcoming education and their ideas about future occupation. This study aimed to investigate newly admitted nursing students’ viewpoints about training to become a professional nurse.Methods: A descriptive cohort study was designed using interviews and questionnaires undertaken at one university in Stockholm, Sweden August 2015 to June 2017. All students starting the program were invited to participate. Qualitative and quantitative data were collected by using individual interviews (n=126) and questionnaires (n=158). Content analysis of the transcribed interviews was used to identify a theme. Sample percentages, mean score and standard deviation were calculated for data from questionnaires using descriptive statistics.Results: Seven main categories were identified, 1. Nursing as role model, 2. Self-confidence in a new environment, 3. Develop nursing attitudes and skills, 4. Opportunities to impact the future, 5. Stimulating hands-on teamwork, 6. Don´t manage the task, 7. Surrounding factors prohibiting success. Additionally, students generally rated higher for positive emotions, and lower for negative on a 7 graded Likert scale. The finding indicated that the newly admitted nursing students in general had a strong intrinsic social orientation to learning.Conclusion: As findings suggests, students put faith in their own ability and want to make a difference by altruistic reasons when entering the training. It is essential for educators to gain a deeper understanding of the visions of newly admitted students to nurture and empower their enthusiasm during training.

Background Infertility remains a common universal disorder and a whole range of assisted reproductive technologies has been established. Society may fail to recognize the grief caused by infertility, which may lead to those struggling with it hiding their feelings. Previous research points out that infertile persons experience shortcomings in fertility care regarding continuity of care and social support. Social media may provide social and psychological support for infertile persons. Finding others who are going through similar experiences can help in the realization that the person is not alone and that her/his feelings are reasonable. The aim was to explore the roles of social media for persons affected by infertility. Methods A cross-sectional, computer-assisted, self-administered online questionnaire, containing both open and closed questions, was used to collect data. The questionnaire was linked to the bulletin board of six closed infertility social forums. Both quantitative and qualitative analysis methods were used. A total of 132 participants completed the questionnaire containing questions about their use of social media dealing with infertility. Results Most of the questionnaires were answered by females (97.7%) through Facebook (87%). Over 60% of the respondents had taken part in discussions about infertility in social media, between one and three years and 39% participated more than once a day. Half of the participants devoted one to three hours weekly to the forums and wrote 1–5 postings per week. The forums offered participants information, solidarity, and the opportunity to receive and give support. However, an adverse aspect that was described concerned advice that were not evidence-based. Infertility was experienced as being alienated from social life and being fragmented as a person. Conclusion Participating in infertility forums offers persons information about fertility treatments and social support in the process of coping with infertility.

AIM AND OBJECTIVES To explore infertility-related communication and coping strategies among women affected by primary or secondary fertility problems. BACKGROUND Infertility is a worldwide problem and is experienced as psychologically stressful. Communication about infertility varies depending on clinical aspects, personal relationships and culture. METHODS A quantitative cross-sectional study design was used. One hundred and ninety-nine women affected by primary and secondary infertility were recruited from one fertility clinic in Stockholm. A structured self-administered questionnaire was used to collect data. The answers were compared across the two groups using the chi-squared test for independence. RESULTS The majority of the women discussed infertility-related subjects with intimate friends and/or relatives and did not discuss the results of examinations and tests with people outside of the family. There were significant differences between the two groups. Twice as many women with secondary infertility acknowledged that they never talk about the causes or results of the tests and examinations with other people, compared with women with primary infertility. Approximately 25% of the women with primary infertility used distraction techniques, such as turning to work, as a coping strategy compared to women with secondary infertility (10%). Some women did not discuss the inability to conceive and reasons why they were childless with their spouses. Twelve percentage of the women reported that they left the room when the subjects of children were being discussed. Approximately 30% of the participants did not ask friends or relatives for advice and a few were not able to discuss how tests and treatments affected them emotionally. CONCLUSION This study indicates that a majority of infertile women discuss about infertility-related subjects with their spouses. However, they are less likely to discuss the reason for infertility and results of tests and examinations with people outside the family. RELEVANCE TO THE CLINICAL PRACTICE The result of the current study can be useful regarding interventions for women affected by primary or by secondary infertility. The healthcare staff must be alert and attentive to pay attention to these possible challenges. Identification of women at risk of developing emotional problems due to communication difficulties regarding infertility-related issues merits close attention.