Background: It has been argued that the significance of personality in relation to students' readiness for interprofessional collaboration is an area where more research is needed. Nursing students in particular seem to be unsure about their role in the interprofessional team. Objective: To explore associations between nursing students' readiness for interprofessional learning and personality traits with regard to biological sex, and previous work experience from health care. Design: A cross-sectional questionnaire study. Setting: Nursing students in year one and three enrolled in a three-year undergraduate bachelor in nursing programme. Participants: Nursing students (n = 284) in semester two and six. Methods: The participants completed the Readiness for Interprofessional Learning Scale and the Neuroticism, Extraversion, and Openness to experience Five Factor Inventory-3. The data were statistically analyzed by descriptive statistics, t-tests, correlations and linear regressions. Results: Four of the five investigated personality traits – Extraversion, Openness to experiences, Agreeableness and Conscientiousness - were associated with nursing students' readiness for interprofessional learning. Moreover, nursing students in semester six were more ready for interprofessional learning regarding Negative professional identity and Roles and responsibilities than students in semester two. Female students were more ready for Teamwork and collaboration than male students. Conclusions: Nursing students being more outgoing, open-minded, agreeable or conscientious seem to be more ready for interprofessional learning. Consequently, personality is of significance for nursing students' readiness for interprofessional learning.

Interprofessional Education (IPE) is essential to prepare future health-care professionals for collaborative practice, but IPE requires evaluation. One psychometrically sound instrument is the Interprofessional Education Collaborative Competence Self-Efficacy Tool consisting of nine items (IPECC-SET 9). This tool does not, to date, exist in a Swedish version. Therefore, the aim of this study was to translate and validate the Swedish version of the IPECC-SET 9. The English version was translated into Swedish and tested among 159 students in the 3-year Bachelor Programs in Nursing and in Biomedical Laboratory Science. The psychometric analysis was guided by a Rasch model, which showed that the items functioned well together, confirming unidimensionality, and that the person misfit was also lower than the set criterion. The separation index was 2.98, and the Rasch-equivalent Cronbach-alpha measure was estimated to .92, supporting internal consistency. No systematic differences on item level in IPECC-SET 9 further supported fairness in testing. The Swedish IPECC-SET 9 demonstrates sound psychometric properties and has the potential to be used as a measure of self-efficacy for competence in interprofessional collaborative practice among health profession students. However, the IPECC-SET 9 is recommended to be further tested in larger samples representing the entirety of health-care teams.

Background: Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods: This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of themethod. Results: The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion: Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.

Students perform bedside exams in different real life settings and their performance are assessed. They are prior to and during the exam nervous, and for that reason make avoidable mistakes. The aim was to explore undergraduate nursing students’ feelings, reasoning, and preparations prior to a skill-based exam performed in clinical practice. Data was collected by interviews performed as unstructured everyday dialogues based on two main questions: “Tell me how you feel when you think of the coming skill-based exam, and how are you reasoning and prepare for this exam”. Eigtheen Swedish nursing students (17 women and 1 man, median age of 28, range 22-43 years) in their final semester of a three-year nursing programme were interviewed. The collected data were analysed by content analysis, and the findings were interpreted into one theme, Balancing fear with competence, which is a metaphor for students’ turbulent emotions and thoughts prior to a real life skill-based exam. The subthemes Being in an emotional turmoil, Attaining increased knowledge and skills and Preparing for collaboration comprise the different experiences. The students were fearful of failing and were focused on the assessment itself, which created nervousness, and stress. They expressed a lack of self-confidence, and were not sure of their capability after three years of nursing studies. By supporting the students to develop their awareness of their own theoretical knowledge as well as their emotional, practical, and interpersonal skills by using different teaching methods, the students might handle the stressful nature of a bedside exam better.

Background: The nursing students’ professional role must be established before graduation, and therefore the majority of Swedish nursing students perform the National Clinical Final Examination (NCFE), a national theoretical and practical exam. Aim and objectives: The aim of this study was to investigate the students’ opinions and feelings for the forthcoming final practical part of the NCFE. Methods: The study is based on interviews with 18 nursing students in their final semester of their study programme. The interviews were analysed by content analysis. Analysis and Results: Three themes based on the interviews were identified, namely; Lack of emotional and practical control, Attainment of theoretical and practical knowledge, and Attainment of interpersonal skills. In their preparation, the students tried to balance fear with competence. The study showed that the students had more focused on the assessment itself, than on the aim of the exam, i.e. to demonstrate that the students had the skills to fill the role of a fully gratified nurse. Recommendations: By helping and supporting the students to develop their awareness of their own theoretical knowledge and practical skills, as well as their emotional and interpersonal skills by using different teaching methodologies, the students may handle the stressful nature of the national exam better and hopefully overcome their main concerns.

Vården står idag inför en rad utmaningar inte minst ekonomiskt och en allt större del av befolkningen är 80 år eller äldre. Behovet av hälso- och sjukvårdspersonal kommer därmed att vara fortsatt högt och samverkan mellan olika professioner och organisationer behöver stärkas. Det betyder att det är nödvändigt att implementera pedagogiska modeller som främjar samarbete och personcentrerad vård redan tidigt i utbildningarna. I sjuksköterskeprogrammet vid Malmö Högskola är flera modeller för studentaktivt lärande implementerade i den verksamhetsförlagda utbildningen (VFU). Den första modellen, peer learning, är en handledningsmodell som bygger på strategier där studenterna lär från och av varandra. Den andra modellen är patientfokuserad handledning vilken ger studenten möjlighet att följa patienters väg genom vården. Syftet med de pedagogiska modellerna är att studenterna ska kunna skapa djupare vårdrelationer och förberedas inför den kommande yrkesrollen genom att träna reflektion, kritiskt tänkande och samarbete. Vi planerar just nu ett större forskningsprojekt för att mer genomgripande utvärdera såväl peer learning som patientfokuserad handledning där även patienters upplevelse av att vårdas i en studentaktiv modell ska inkluderas.

BACKGROUND: People with intellectual disabilities in staffed group homes often need lifelong support and dependency on others. Thereby, special demands are placed on staff and service managers to ensure opportunities for participation in everyday life. This study aims to explore how service managers promote participation in Swedish group homes for adults with intellectual disabilities. METHOD: A qualitative research design involving individual interviews with 14 service managers was used to gain an understanding of how the participation of adults with intellectual disabilities can be promoted in Swedish group homes. RESULTS: The results comprise two main themes; Creating preconditions for participation and Barriers for promotion of participation. CONCLUSIONS: Service managers experienced that promoting service user participation in group homes was an important part of their responsibility. The findings indicate that structural strategies such as coaching, supervision and reflection are important and should be further developed.

Preceptorship entails for nurses to create a supportive learning and working climate where students or newcomers are given opportunities to develop professional competence. However, being a skilled and experienced nurse does not automatically turn the professional into a skilled educator as teaching of a subject is a whole different story. Preceptors need to continuously and critically reflect on their practices in order to facilitate the development of professional pedagogical competence. Critical friends are colleagues with comparable educational background evaluating the work of each other. The relationship should rely on friendship and mutual trust, adding new dimensions to the reflective process. Being engaged in a critical friendship allows the “friends” to become aware of their own shortcomings which can then be reflected on in relation to clinical as well as pedagogical practices. Being and having a critical friend might be one promising way forward for preceptors to develop pedagogical and professional competence.

The aim of this study was to explore student nurses’ reasons for and against a future career in aged care.

Pedagogical competence of the precepting nurse Nursing is a praxis based profession; hence, the clinical practice which is part of the Nursing Education Programme is significant for the professional development of student nurses. In Sweden, during clinical practice, each student follows a registered nurse who acts as a preceptor. For registered nurses the competence to educate and precept is clearly stipulated by the Swedish National Board of Health and Welfare. Precepting nurses are expected to function as teachers within Higher Education and consequently be able to create an academic learning environment during the clinical practice. However; earlier studies, internationally as well as national, have shown that preceptors lack postgraduate pedagogical education. In addition; the possibilities for practising nurses to take part in a programme for postgraduate pedagogical education varies in a national perspective. Furthermore; there is a lack of national guidelines concerning formal postgraduate pedagogical education for preceptors. The consequences might be varying quality in how nursing students are being taught professional skills and theoretical knowledge in the clinical setting. The overriding aim of the project is to describe pedagogical strategies and techniques as expressed by the pedagogical/non pedagogical educated precepting nurse. The specific aims are to describe 1) how nursing knowledge is being taught during clinical practice and 2) what factors precepting nurses perceive as being crucial for learning to take place and for development of competence in precepting. The project has an ethnographic approach; methods used are participant observations and interviews with precepting nurses, individually as well as on a focus group level. The relevance of the project is its possibility to illuminate pedagogical competence; vital for nurse preceptors acting as academic teachers in Higher Education. The result can then be utilized when planning for postgraduate pedagogical education, were pedagogical competence can be stressed as being an important part in developing the nursing profession. Keywords: nursing education, preceptor, teacher, pedagogical competence, clinical practice

Handledning som begrepp och funktion är varken entydigt eller specifikt för sjuksköterskor. Inom högskolor och universitet används begreppet för uppsatshandledning på kandidat- och magisternivå, i forskarvärlden kan det innebära handledning av doktorander. Inom de vårdande professionerna diskuteras ofta vikten av yrkesmässig handledning som ett sätt att bearbeta etiska och moraliska frågeställningar som uppkommer i patient- och klientnära arbete. I det här kapitlet kommer dock fokus att vara sjuksköterskors pedagogiska funktion i relation till studenter under verksamhetsförlagd utbildning (VFU). Kapitlet kommer att ta upp frågor kring kunskap och kompetens, olika handledningsmodeller, lärandet och reflektionens betydelse för att lärande ska ske. Du kommer också få tips på hur du själv kan arbeta pedagogiskt när du som handledare möter dina studenter.

För att undervisa på högskolor och universitet krävs det att lärare har högskolepedagogisk utbildning samt visad pedagogisk skicklighet. Under den verksamhetsförlagda delen av sjuksköterskeutbildningen möter studenterna kliniskt verksamma sjuksköterskor med eller utan formell pedagogisk utbildning. Sjuksköterskorna fungerar i praxis som akademiska lärare och borde därmed uppfylla liknande krav på behörighet som lärare inom de teoretiska avsnitten. Sjuksköterskor skall tillsammans med studenter verka i komplexa vårdmiljöer, detta ställer stora krav på pedagogisk förmåga hos handledaren. Tidigare studier har visat att kraven på formell handledarkompetens varierar över landet. Handledningen kan därmed bli av skiftande kvalitet beroende på den enskilda handledarens förmåga och pedagogiska kunskap. Projektets övergripande syfte är att beskriva pedagogiska tekniker och strategier hos den handledande sjuksköterskan. Projektet har en etnografisk ansats där observation, enskilda intervjuer med handledande sjuksköterskor samt intervjuer med fokusgrupper kommer att utgöra underlag för datainsamling. Resultatet av studien bör kunna ge en uppfattning om hur framtida handledarutbildningar skulle kunna utformas nivå- och innehållsmässigt. Studien kan på så sätt bidra till att finna vägar för ytterligare akademisering av den verksamhetsförlagda delen av utbildningen samt bidra till ökad kunskap kring sjuksköterskeprofessionens utbildning och yrkesverksamhet. Nyckelord: sjuksköterskeutbildning, handledare, lärare, pedagogisk kompetens, verksamhetsförlagd utbildning

Aim. To present a discussion of precepting through the use of symbolic interactionism as exemplified by findings from an ethnographic study. Background. It is a well-known fact that clinical practice, where students are supervised by precepting nurses, is an important part of nursing education. Several previous studies have stressed the vital role preceptors have for the development of student nurses’ clinical competence. Despite this, few of these findings are discussed from a theoretical standpoint to further explain and illustrate the complexity of preceptorship. Data sources. This article builds on findings from an ethnographic study undertaken between November 2006–May 2007 and again between March–September 2009. Full details of the empirical findings have been reported elsewhere. Discussion. Precepting can be understood as a trusting relationship between preceptor and student interacting and sharing nursing activities. The participants’ actions will influence and shape the meaning and understanding of these activities. Implications for nursing. Precepting is a complex and advanced role for nurses that they need to be properly prepared for. Thus, preceptor preparation needs to be organized in collaboration between healthcare organizations and universities. It is suggested that preceptor preparation programmes should focus on reflection, critical thinking and communication skills. Conclusion. Symbolic interactionism can serve as a potential theory that will expand the understanding of and give new perspectives of nursing practice. It would therefore be encouraging to see further testing of suitable theories to interpret empirical findings and create opportunities for practice improvement.

Kapitlet Sjuksköterskan som handledare av interprofessionella studentteam fokuserar en handledningsform där sjuksköterskan handleder såväl yrkesspecifikt som interprofessionellt och teambaserat för en ökad samarbetskompetens. Kapitlet ingår i den reviderade upplagan av Pedagogik inom vård och omsorg och där innehållet i den nya upplagan i större utsträckning riktas mot handledning inom hälso- och sjukvårdsområdet.Detta återspeglas i bokens nya titel Pedagogik inom vård och handledning.

Nurse education has undergone major changes during the last three decades, internationally as well as nationally. It is assumed that new and different nursing competencies will be needed in a rapidly changing society. This implies that undergraduate nursing education will have to address issues like life long learning and problem solving skills, and provide students with cognitive and interpersonal tools to support this process. Clinical education, where clinical nurses precept students in a one-to–one relation preparing them for their coming profession, seems to be a significant part for this process to occur. To a much lesser extent, nurses also participate as preceptors for students from divergent professions at clinical training wards during interprofessional education. For all the above reasons, nurses need to be prepared to precept students entering clinical practice with different knowledge and skills. Preceptorship also entails for nurses to create a learning climate where students are given opportunities to merge theoretical and practical knowledge as a mean to develop professional competence. In addition, precepting usually takes place in the stressful and demanding area of a clinical setting. Therefore, nurses’ precepting function and the conditions influencing precepting will be vital to ensure a high academic standard throughout the entire undergraduate nurse education programme. The overall aim was to describe content of and conditions for nurses´ precepting function during clinical practice within the undergraduate nurse education programme. The thesis presents findings from an ethnographic study guided by symbolic interactionism. Data collection was conducted through participant observation, focus group interviews and individual interviews. Findings showed that precepting was a continuous process during which preceptors used several teaching techniques, cognitive as well as perceptual. Preceptors mostly mediated a content of medical and technical character. However, preceptors also stressed the caring aspect of nursing and described how they supported students in understanding possibilities and limitations of their coming profession. Supportive organizational routines, cooperation with colleagues and a well functioning collaboration between clinical and educational settings was also shown to enable preceptorship. Time or rather lack of time was the main limiting condition for precepting nurses as precepting was parallel to ordinary clinical duties. During interprofessional clinical education precepting was steered towards collaboration and independent work for the student teams. As precepting was the primary responsibility for nurses at the clinical training ward lack of allocated time was not discussed as a hindrance. This thesis has illuminated the complexity of the precepting function for nurses. To precept students during their clinical training, calls for pedagogical competence and sufficient time allocated for precepting. This implies that continuous collaboration between all stakeholders involved in clinical practice is needed to ensure a nursing education that fulfils the demands of an academic programme.

Studenters lärandemiljö i verksamhetsförlagd utbildning En åldrande befolkning beräknas skapa ett allt större behov av sjuksköterskor inom äldreomsorgen, framför allt efter 2020 då antalet personer över 80 år kommer att öka kraftigt. Samtidigt visar Socialstyrelsen i en rapport från 2008 att det råder brist på sjuksköterskor med specialistutbildning i geriatrik. Andra studier visar hur sjuksköterskestudenter beskriver att äldrevården inte är ett alternativ för en framtida karriär. Inom all professionsutbildning är verksamhetsförlagd utbildning (vfu) central då studenter där ges möjligheter att integrera teoretisk och praktisk kunskap. Det är tidigare visat att de yrkesverksamma handledare som studenterna möter under vfu har stor betydelse för hur de kommer att uppfatta yrket och framtida val av karriärvägar. För sjuksköterskestudenter är en stödjande lärandemiljö där handledande sjuksköterskor är väl förberedda på sitt uppdrag en faktor som kan öka studenters intresse att arbeta med äldre. Paralleller till lärandemiljöns betydelse vid andra professionsutbildningar vid Malmö Högskola kan troligen göras och det är därför av vikt att beskriva hur studenter uppfattar sin lärandemiljö under vfu och där exemplet får utgöra sjuksköterskeprogrammets utbildning inom kommunal äldrevård. Data kommer att samlas in dels med hjälp av en enkät CLES+T Clinical Learning Environment, Supervision and Nurse Teacher Scale som vänder sig till studenter och dels genom fokusgruppsintervjuer med handledare. Studiens resultat bör kunna ligga till grund för fortsatta diskussioner kring: • Vilka faktorer har betydelse för studenters uppfattning om sin lärandemiljö? Hur kan vi utnyttja den kunskapen inom andra områden vid Malmö Högskolas professionsutbildningar? • Vilken typ av pedagogiskt/didaktiskt stöd behöver handledare i vfu? Vilket ansvar har lärosätet? • Ökad framtida rekrytering? Hur kan Malmö Högskola vara en del i det samarbetet tillsammans med Malmö Stad och de kringliggande kommunerna? McCann T V., Clark E & Lu S. (2010). Bachelor of Nursing students’ career choices: A three year longitudinal study. Nurse Education Today 30, 31-36. Plonczynski D J., Erlich-Jones L., Robertson Fisher J., Rossetti J., Munroe D ., Koren M E., Berent G & Hertz J. (2007). Ensuring a knowledgeable and committed gerontological nursing workforce. Nurse Education Today 27. 113-121. Saarikoski M., Isoaho H., Warne T. & Leino-Kilpi H. (2008). The nurse teacher in clinical practice: Developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) scale. International Journal of Nursing Studies 45, 1233-1237.

CLES+T (Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale) symposium in Stockholm Monday 27th –Tuesday 28th Place: Sophiahemmet University College. The Clinical Learning Environment With a Focus on Geriatric Nursing within the Undergraduate Nursing Programme Due to the rapidly changing demographic distribution where the group of people over 80 years of age is increasing and the shortage of specialist nurses within care for the elderly, the anticipated need for nurses working in geriatric care will be immense. It is therefore alarming when previous studies report that student nurses do not consider geriatric care as a future career choice. One vital part of undergraduate nursing education is clinical practice, usually considered as an important guidance into the coming profession. A supportive learning environment where preceptors are engaged and knowledgeable towards care for the elderly are known factors with the potential to increase students’ interest for this particular area. Considering the increasing need for specialized nurses, it is necessary to describe the clinical learning environment with a focus on geriatric nursing care within the undergraduate nursing programme by the use of CLES+T. The research project is ongoing, thus only preliminary results will be discussed. Consecutive sampling commenced in the autumn of 2011 and will terminate autumn 2012. Inclusion criteria are student nurses in semester two and six in the undergraduate nursing programme having participated in, and completed clinical practice in elderly care in the city or neighbouring communities of Malmö, southern Sweden. Recommended reading: Johansson U-B, Kaila P, Ahlner-Elmqvist M, Leksell J, Isoaho H & Saarikoski M.(2010). Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version. Journal of Advanced Nursing 66, 2085-2093. McCann T V., Clark E & Lu S. (2010). Bachelor of Nursing students’ career choices: A three year longitudinal study. Nurse Education Today 30, 31-36. Plonczynski D J., Erlich-Jones L., Robertson Fisher J., Rossetti J., Munroe D ., Koren M E., Berent G & Hertz J. (2007). Ensuring a knowledgeable and committed gerontological nursing workforce. Nurse Education Today 27. 113-121. Saarikoski M., Isoaho H., Warne T. & Leino-Kilpi H. (2008). The nurse teacher in clinical practice: Developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) scale. International Journal of Nursing Studies 45, 1233-1237.

Interprofessional education (IPE) is an educational strategy attracting increased interest as a method to train future health care professionals. One example of IPE is the implementation of clinical training wards, where students from different health care professions can learn together. At these wards the students work in teams with a high degree of clinical independence with the support of facilitators. The professional composition of the team of facilitators usually corresponded to that of the students. However, previous studies have revealed that nurse facilitators are often in the majority, responsible for both the student nurses’ profession specific facilitation as well as interprofessional team orientated facilitation. This ethnographic study collected data from a clinical training ward through participant observations, interviews with facilitators and one focus group interview, which took place after the individual interview at the end of the field studies. Eight nurse facilitators were observed during the field work period. In addition, nine nurses participated in individual interviews. Four of these nurses also took part in the focus group interview. Data were inductively analysed following the ethnographic approach. The findings highlighted the facilitators’ reflective and student centred approach. Facilitation was focused towards team building among the students to enhance collaborative and independent work. It is recommended that further research explore the views of all profession specific facilitators to gain a more comprehensive understanding of the implications of team facilitation. Another topic for future research would be to explore the long term effects on collaboration skills when students with IPE experience commence their professional careers.

Nurse education has undergone major changes during the last three decades, internationally as well as nationally, and new and different nursing competencies will probably be needed in a rapid changing society. This implies that undergraduate nursing education needs to address issues like life long learning problem solving skills, and provide students with cognitive and interpersonal tools to support this process. Clinical education where clinical nurses precept students, and hence prepare them for their coming profession seem to be a significant part for this process to occur. For all the above reasons, nurses need to be prepared to precept students entering clinical practice with different knowledge and skills. Preceptorship also entails for nurses to create a learning climate where students are given opportunities to merge theoretical and practical knowledge as a mean to develop professional competence. In addition, precepting usually takes place in the stressful and demanding area of a clinical setting. Therefore, nurses’ precepting function and the conditions influencing precepting will be vital to ensure a high academic standard throughout the entire undergraduate nurse education programme. To precept students during their clinical practice calls for pedagogical competence and sufficient time allocated for precepting. This implies that continuous collaboration between all stakeholders involved in clinical practice is needed to ensure a nursing education that fulfils the demands of an academic programme. This presentation will focus three vital aspects of precepting that is analysed and discussed during a post graduate course called Precepting during Clinical Practice, a preceptor preparation programme comprising 7,5 Credits. Time is the first aspect as lack of time is often the main limiting condition for precepting nurses, During the course different pedagogical models that will help preceptors utilize their time more efficiently are presented as a means for support. The second aspect is trust which is fundamental for the relation between preceptor and preceptee and the implications of this concept will be discussed. Finally, to become independent professionals able to plan, perform and evaluate nursing care student nurses need to learn how to reflect upon practice. Reflective precepting is thus a key aspect for preceptors, and strategies to enhance reflection in students will be presented. Carlson E, Pilhammar E, Wann-Hansson C. (2010). Time to precept: Supportive and Limiting Conditions for Precepting Nurses. Journal of Advanced Nursing 66 (2), 432-441 Clark P G. (2009) Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care 23 (3), 213-223. Pulsford D, Boit K, Owen S. (2002). Are mentors ready to make a difference? A survey of mentors´attitude towards nurse education. Nurse Education Today 22(6), 439-446.

Background For health care professionals, clinical practice is a vital part of education, and in several countries teaching is a regulated part of the role of nurses and health care staff. The added responsibility of taking on the teaching of students during clinical practice; thus, balancing clinical and educational demands, might lead to feelings of stress and burn-out. Being a skilled and experienced professional is not automatically linked to being a skilled educator as teaching of a subject is a whole different story. Preceptors who participate in educational initiatives are better prepared to address challenges and are more satisfied with the preceptor role. The aim of the current study was to evaluate preceptors’ experiences of preceptorship in clinical practice after completion of a credit bearing continuous professional development course on advanced level. Methods This was a small-scale interpretative qualitative study drawing data from focus group interviews and written accounts from reflective journals. Data were analysed through the process of naturalistic inquiry. Results Our findings show that the participants, who took part in and completed the CPD course, had developed skills and competences they believed to be necessary to drive pedagogical development at their respective work-places. This is illustrated by the main category Leading educational development and explained by four sub-categories: 1/ increased ability to give collegial support; 2/ increased trust in one´s abilities; 3/ increased emphasis on reflection; and 4/ increased professional status. Conclusions A well-structured program based on the needs of preceptors and developed in partnership between educational and clinical settings seems to be successful in terms of preceptors’ perceived increase of their competence, abilities and professional status. What seems to be missing, not only from the current study but also from previous research, is to what extent properly prepared preceptors impact on student learning and this needs to be further investigated.

The expected shortage of registered nurses with an advanced degree as specialists in geriatric care or gerontology is imminent. Previous studies report that clinical practice where student nurses are supervised by registered nurses has a direct impact on how students perceive nursing as a profession and future career choice. Considering the anticipated need for well-educated and specialised nurses it is therefore, relevant as well as necessary to describe clinical learning with a focus on preceptorship in geriatric nursing care. This paper is a report of a study describing registered nurses’ experience of precepting undergraduate student nurses during clinical practice in nursing homes and home-based care. A qualitative design, based on seven focus group interviews, was employed with 30 registered nurses with preceptor experience from nursing homes and home-based care for the elderly. Our findings present three precepting strategies that are unique to elderly care: preparing students for end of life care, facilitating a respectful approach to the older person and promoting creativity and independent work. The findings are discussed using a socio-cultural perspective and illustrate how communities of elderly practice can be valuable learning environments.

Lärande är inte enbart en kognitiv process utan innefattar även sociala, kulturella och emotionella aspekter där studenter ska ges möjlighet att skaffa sig kunskaper och färdigheter användbara i en kommande profession. I sjuksköterskeprogrammet vid Malmö Högskola är innovativa modeller för studentaktivt lärande implementerade under verksamhetsförlagd utbildning (VFU). En förutsättning för implementeringen har varit det nära samarbetet mellan verksamheten och högskolan i den så kallade Malmömodellen. Malmömodellen startade 2001, utvärderades 2005 och är nu ett permanent samarbete mellan Skånes Universitets Sjukhus i Malmö samt sjukhusen i Ystad och Trelleborg. Modellen är uppbyggd kring ett kliniskt lärarpar som företräder lärosätet respektive den kliniska verksamheten. Paret fungerar som pedagogiskt stöd för handledare och studenter samt driver utvecklingsprojekt varav två kommer att presenteras under workshopen. Det första projektet är Peer learning, en handledningsmodell som bygger på strategier där studenterna lär från och av varandra. Strukturerade aktiviteter tas fram av beskrivna lärarpar i samarbete med handledarna för att främja det egna lärandet hos studenten men används också som ett pedagogiskt redskap för handledaren. Aktiviteterna bygger på att studenten självständigt ansvarar för att genomföra dessa med stöd av studentkollegan och/eller handledare. Det andra projektet, Patientfokuserad handledning ger studenten möjlighet att följa patienters väg genom vården. Under handledning ansvarar studenten till en början för en till två patienter och har då möjlighet att fördjupa sig i patienternas situation. Efterhand som studentens kompetens ökar kan antalet patienter omfatta hela patientgruppen. Studenten har en handledare som ansvarar för schema, utveckling och bedömning, men kan i det dagliga arbetet med patienten få handledning från andra i handledarteamet. Syftet med de pedagogiska modellerna är att studenten ska kunna skapa djupare vårdrelationer och förberedas inför den kommande yrkesrollen genom att träna reflektion, kritiskt tänkande och samarbete. Presentationerna kommer att ligga till grund för dialog mellan deltagarna ur såväl student som handledare- och lärarperspektiv. Teman att diskutera: Vilka utmaningar innebär peer learning som pedagogisk modell? Hur kan vi arbeta mot ett gemensamt synsätt på lärande när handledning sker med flera studenter av flera handledare? Hur utvärderar vi pedagogiska modeller?

Twenty-first century transformations have taken place within the framework ofglobalisation of the economy, the spread of information technology and global migrationresulting in increased cultural diversity in many societies. This qualitative studyinvestigated perspective transformation in 18 research students, from Australia, HongKong SAR, and Sweden, participating in an international online course by using Mezirow’stheory of perspective transformation and Kiely’s six forms of transformativechange (intellectual, moral, political, cultural, personal, and spiritual). The approach tolearning facilitated global networking and a commitment to support growth in thestudents’ research practice. Validating the link between research students’ learningexperiences and perspective transformation theory encourages educators to developfuture online educational materials to promote cognitive flexibility and reflexivity andincrease students’ cultural awareness to inform their research practices.

Background: One major challenge facing the health care systems worldwide is the growing demand for registered nurses able to provide qualified nursing care for a vulnerable population. Positive learning experiences during clinical practice influence not only learning outcomes, but also how students reason in relation to future career choices. Objectives: To investigate student nurses' experiences of the clinical learning environment during clinical practice in nursing homes, and to compare perceptions among student nurses with or without priorwork experience as health care assistants in elderly care. Design: A cross-sectional study was designed, utilising the Swedish version of the CLES + T evaluation scale. Methods: 260 student nurses (response rate 76%)who had completed a five week long clinical placement in nursing homes returned the questionnaire during the data collection period in 2011–2012. Data were analysed using descriptive statistics. Mann–Whitney U-test was used to examine differences in relation to students with or without prior experience of elderly care. Results: Overall, the clinical learning environment was evaluated in a predominantly positive way. The subdimension Supervisory relationship displayed the highest mean value, and the lowest score was calculated for the sub-dimension Leadership style of the ward manager. Statistical significant differences between sub-groups were displayed for four out of 34 items. Conclusion: The supervisory relationship had the greatest impact on how student nurses experienced the clinical learning environment in nursing homes. It is therefore, of utmost importance that collaborative activities, between educational and nursing home settings, supporting the work of preceptors are established and maintained.

Background: The ageing population is a globally recognised challenge for the health care service. The growing number of older people will probably lead to increased demands for registered and specialised nurses working in nursing homes and home-based care. Clinical practice is of great importance not only to clinical learning processes, but also how student nurses perceive a particular field of nursing. Objectives: To compare perceptions of the clinical learning environment in nursing homes among students considering a career in aged care or not, and to examine the difference in age, gender and previous working experience as health care assistants in elderly care between the two groups. Design: This was a cross-sectional study. Data were obtained by means of the Swedish version of the Clinical Learning Environment and Nurse Teacher evaluation scale. Methods: Consecutive sampling was performed over three semesters commencing in September 2011 through to December 2012. The survey was conducted with 183 student nurses after completion of a compulsory five week long clinical practice in a nursing home. Mann-Whitney U-test was used to examine differences in relation to two groups namely student nurses who did or did not consider to work in elderly care. A chi-square test of independence was performed to examine the difference in age, gender and previous working experience between the two groups. Results: The analysis leaned towards an overall positive evaluation of the clinical learning environment with more positive values for students considering a career. There were no significant differences between younger students (18-23) and older students (24-50) regarding willingness to work in elderly care or not. Neither was any significant difference displayed between students, based on gender nor for previous work experience. Conclusion: Age, gender and previous work experiences as health care assistants did not impact on students willingness to work in elderly care or not. Therefore, future studies need to acknowledge the complexity of why student nurses choose a particular pathway in nursing by longitudinal studies following cohorts of students during the course of the nursing programme.

Introduction: A critical friend is a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critique of a person's work as part of collegial feedback. However, empirical evidence presenting the use of collegial feedback to develop health professionals’ competence in clinical settings seems to be scarce. The aim of this study was to explore health professionals’ experiences of observing each other as critical friends in a clinical setting, as part of a continuous professional development initiative. Methods: The study was designed as a qualitative inductive study. Reflective journals written by health professionals (n=57) were analysed using thematic networks. The health professionals represented registered nurses and registered nurses with different specialist education (for example in paediatrics, mental health, intensive care and anaesthesiology), biomedical scientists, occupational therapists, physiotherapists and dental hygienists. Results: Health professionals can successfully use collegial feedback and benefit from critical friendships in clinical settings as it offers ample opportunities for reflection before, during and after the observation. A key finding was that in order to incorporate changes to professional practice, each individual needs to not only to act as a critical friend, but also experience being observed by a critical friend. Discussion: Based on the results of this study, it seems worthwhile to implement and further develop opportunities for health professionals to act as critical friends. We suggest that future research explore not only how professional competence develops over time, but also how it impacts on health related outcomes for patients.

In nursing education, it has been argued that professional socialization is facilitated by clinical experiences where students work together with precepting nurses. However, few studies found have focused on how nurses think and act as preceptors, hence providing a base for professional socialization to occur. Therefore; this study aimed to describe how preceptors mediated nursing as a profession to undergraduate nursing students during clinical practice. This was an ethnographic study guided by symbolic interactionism. A purposeful sampling of 13 precepting nurses was observed during the field work period. In addition, 16 staff nurses, purposively selected, and experienced in precepting, participated in focus group interviews. All text from field notes and interviews were read as a whole and analyzed following the ethnographic approach. Findings illustrated how nursing was mediated as the medical-technical, the administrative, and the caring role. Preceptors aimed for professionalism in their students by teaching the students to reflect on what they can do independently as nurses. Preceptors strived to verbalise their practical knowledge to make theory explicit and contextualize to student nurses. This knowledge can guide implementation of preceptor programmes focusing on the meaning and implications of professionalism.

AIM: This paper is a report of a study describing conditions for precepting in a Swedish clinical context from the perspective of precepting nurses. BACKGROUND: Clinical practice is a complex part of nursing education, and registered nurses who are acting as preceptors for nursing students face a number of challenges that need to be addressed during the precepting process. METHOD: An ethnographic approach guided by symbolic interactionism was used. Data were collected by participant observation and focus group interviews over a ten-month period in 2006-2007. Participants were selected by purposive sampling of 13 staff nurses who were preceptors during the field work period. In addition, 16 staff nurses, experienced in precepting, were purposively selected for four focus groups. FINDINGS: Precepting was found to be a complex function for nurses, influenced by conditions that could be both supportive and limiting in nature. Three themes described these conditions: organization, comprising clinical responsibilities and routines; collaboration, focusing on professional relations and interactions; and the personal perspective, comprising preceptors' experiences, need for feed back and notions of benefits. Time as a limiting condition reappeared through all categories. CONCLUSION: It is important to raise the issue of time and its impact on the precepting process. Precepting needs to be further discussed in terms of an integrated nursing competence prioritized by all stakeholders involved in clinical practice. Therefore; efforts should be made to plan nurses' clinical work so that allocated time for precepting can be facilitated.

Interprofessional education (IPE) is an educational strategy attracting increased interest as a method to train future health care professionals. One example of IPE is the clinical training ward, where students from different health care professions practice together. At these wards the students work in teams with the support of facilitators. The professional composition of the team of facilitators usually corresponds to that of the students. However, previous studies have revealed that nurse facilitators are often in the majority, responsible for student nurses’ profession specific facilitation as well as interprofessional team orientated facilitation. The objective of this study was to describe how nurses act when facilitating interprofessional student teams at a clinical training ward. The research design was ethnography and data were collected through participant observations and interviews. The analysis revealed the four strategies used when facilitating teams of interprofessional students to enhance collaborative work and professional understanding. The nurse facilitator as a team builder is a new and exciting role for nurses taking on the responsibility of facilitating interprofessional student teams. Future research needs to explore how facilitating nurses balance profession specific and team oriented facilitating within the environment of an interprofessional learning context.

Background: In Sweden, as well as in most industrialized countries, an increasing older population is expected to create a growing demand for health care staff. Previous studies have pointed to lack of proficient medical and nursing staff specialized in geriatric care, which poses serious threats to the care of a vulnerable population. At the same time, there are studies describing elderly care as a low-status career choice, attracting neither nurses nor student nurses. Judging from previous research it was deemed important to explore how nurses in elderly care perceive their work, thus possibly provide vital knowledge that can guide nurse educators and unit managers as a means to promote a career in elderly care. Objective: The aim of the present study was to illuminate how nurses, working in nursing homes and home-based care, perceived their professional work. Method: This was a qualitative study using focus groups. 30 registered nurses in seven focus groups were interviewed. The participants worked in nursing homes and home-based care for the elderly in rural areas and in a larger city in southern Sweden. The interviews were analyzed in line with the tradition of naturalistic inquiry. Results: Our findings illustrate how nurses working in elderly care perceived their professional work as holistic and respectful nursing with the older person at its centre. Three categories emerged during analysis: (1) establishing long-term relationships, (2) nursing beyond technical skills, and (3) balancing independence and a sense of loneliness. Conclusions: We suggest that nurse educators and nurse managers promote continuity and long term relationships with patients, as well as independence and the opportunity to provide holistic care as key aspects of elderly care. These key aspects can be used to attract and retain nurses to a much needed area as well as be used as positive examples that can influence values and attitudes towards a career in elderly care.

Background: Nursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention. Methods: A qualitative and interpretative design was adopted to capture undergraduate nursing students' experiences of internationalisation at home via webinars. We used convenience sampling and recruited ten undergraduate nursing students from each university. The students were assigned a generic patient case that they discussed and reflected on during three webinars. Data were collected by students´ reflective journals and focus group interviews. Analysis of data followed the principles for thematic networks. Results: In exploring how undergraduate nursing students' perceived learning outcomes after participating in a web-based intercultural peerlearning intervention the global theme, nursing as universal and recognisable, emerged from the data. Recognition of the global theme aroused from two organisational themes; mirroring nursing through an intercultural lens and reflecting on personal action and the action of others. Conclusions: Developing an understanding of nursing as universal and recognisable has implications for nursing students as it supports not only a willingness to work abroad, but also preparedness to care for a diverse population. Therefore, the use of web-based learning activities allow new effective approaches to internationalisation at home programmes and needs to be further developed and implemented in nursing

Aims: To explore nursing students’ perception of peer learning during cross‐cultural learning activities through student‐led webinars. Design: An exploratory qualitative study. Methods: Thematic analysis of data collected from reflective journals and focusgroup interviews of participating nursing students across three international universities in Australia, Hong Kong, and Sweden during autumn 2017. Results: Three themes were identified: peer learning as creation of friendship; peer learning from interactions that went beyond what was originally intended; and peer learning as empowered learning. Conclusion: Combining peer learning as an educational approach with cross‐cultural and student‐led webinars provided new perspectives. On‐line learning across global boundaries, based on a sound educational model, creates new opportunities for internationalization without straining individual and institutional financial resources

AbstractIn Sweden as well as internationally the teaching and research nexus has been described as the defining charac-teristics of higher education promoting generic skills such as information analysis and critical reflection. Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by in-viting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students’ experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.

The preceptor is a nurse who teaches and supports the student and is seen as pivotal to student learning within the clinical setting. Earlier studies have shown that preceptors’ pedagogical competence is significant for facilitating learning during clinical practice. However, studies describing pedagogical competence, especially in terms of teaching strategies, seem to be scarce. The aim of this study was to describe which strategies and techniques preceptors use to teach undergraduate nursing students during clinical practice. The study had an ethnographic approach; methods used were participant observations and focus group interviews with nurses who were experienced in precepting undergraduate nursing students.Findings illustrated how preceptors used different strategies and techniques in a continuous process of adjusting, performing and evaluating precepting. Increased knowledge on how the preceptors actually teach student nurses during clinical practice will help facilitate educational programmes for preceptors,which will enhance their pedagogical skills and competences.

We attempted to map out the processes of intercultural communication, interaction, and reflection by examining the intercultural learning that took place among nursing students. Through an understanding of the process of their intercultural learning, the Hong Kong and Swedish students revealed their identity not only as nurses but more so as learners. Their intercultural learning started with a superficial and fact-based exchange and evolved into reflection and mindfulness. Students at both ends reported increased knowledge about both their own and the other's culture. They were also able to translate some of their understanding through intercultural communication into their nursing practices. Throughout the process, the aspects that facilitated their intercultural learning were a relaxed and open attitude, an eagerness to learn, sensitivity, and flexibility. Those qualities,whichmade for effective intercultural communication, are aligned with those that are valued in nursing. The students' appreciation of the value and appropriateness of the Skype technology in facilitating the development of intercultural competence without the need to leave home indicates the potential of this kind of telecollaboration.

Background: Echocardiography is a frequently used imaging modality requiring extensive training to master. In order to develop curriculums and teaching material fully favouring students learning within echocardiography, this study aims to investigate students’ experiences of learning echocardiography, focusing on that which is perceived as the main challenges as well as what might aid learning within the area. The findings could serve as a foundation in the development of new teaching material or curriculums. Methods: A qualitative study was performed with data gathered through two audio-recorded focus group interviews with four third year students from the biomedical laboratory programme at Malmö University in each group. Data was analysed by manifest content analysis. Results: Findings were clustered into two categories reflecting the main findings in the text – practical skills and bridging the theory-practice-gap. Students expressed that main challenges when initially learning echocardiography were the projections and handling the probe as well as connecting ultrasound physics and measurements to practical application. Things that aided their learning were immediate feedback, “playing” with the ultrasound machine, video lectures, the possibility to swiftly alternate between practice and theory as well as the learning by their mistakes in a risk-free environment. Conclusions: This study shows the main challenges when initially learning echocardiography and what might be helpful during the learning process. These findings may be useful when developing curriculums or new teaching material within echocardiography. One suggestion might be to develop digital resources such as virtual laboratories (vLABs).

Background: Being a significant other (SO) to a person with borderline personalitydisorder (BPD) affect their health. High incidence of substance use disorder, posttraumaticstress disorder, stress, fear, anxiety, depression, family burden and griefare common. Some specific therapies for BPD, have included support to SOs, howeverresources are scarce and to participate in the support it assumes that the personwith BPD is included in these therapies. Although the SO support has been shown tobe helpful, they all have a similar structure, and only a small exclusive group of SOshave access to the support.

Aim: The aim was to describe experiences and need of support for significant othersto persons with borderline personality disorder from the perspective of themselvesand of health care workers.

Methods: Data was collected via two focus groups. One with five SOs to personswith BPD, one with five health care workers. Two interview sessions in each groupwere conducted and data were analysed with qualitative content analysis. The studywas approved by the research ethics committee of Lund (2016–1026).

Results: The results revealed four themes; not being seen by health care professionalscreates hopelessness, being seen by healthcare professionals creates trust, experienceof support - helpful or shameful and the step from loosely structured supportto a structured support group. Both groups expressed a need for further support as acomplement to already existing support.

Conclusions: The need of support is extensive. The results suggest a professionalcoordinator intended for SOs and peer support groups not linked to a particular psychiatrictreatment yet offering support in a structured way. Further studies examiningthese complements to existing support, is therefore recommended.

There is a lack of clinical placements for bachelor nursing students (BNS). Due to this, stringent educational models for clinical practice need to be developed. The aim was to describe bachelor nursing students’ and main preceptors’ experiences of the clinical learning environment during peer learning. This mixed method study was based on a joint project between the Karlstad University and the Region Värmland, Sweden, where peer learning was launched in two geriatric clinical education wards. A total of 23 bachelor nursing student and four main preceptors participated. The data were collected in parallel, qualitative data through focus group interviews and reflective journals, and quantitative data with the CLES + T scale between November 2017 and February 2018. A directed content analysis of all results was performed. The COREQ Checklist was used. The student–patient and the student–main preceptor relationships were important for the students’ development. The students described the educational atmosphere as comfortable and safe and that the staff were knowledgeable about them. Peer learning with close interaction between patients and all staff can create authenticity, which in turn drives the BNSs’ professional development. All staff should be involved in the supervision of the students and include them as members of the nursing team.

AIM: To describe partners' experiences of living with men with a screening-detected abdominal aortic aneurysm (AAA).

BACKGROUND: Diagnosis of a chronic life-threatening disease affects the patients' as well as their partners' lives in different aspects. AAA, with rupture as the major consequence, is a life-threatening disease that can affect the whole family. Screening programmes for AAA have been introduced in several countries to reduce the mortality rate. Although the awareness of having an AAA influences the individuals' quality of life and well-being, it is still unclear how it affects their partners.

DESIGN: Qualitative descriptive design.

METHODS: . The data were analysed using qualitative content analysis. The study conforms to the COREQ checklist.

RESULTS: Three categories were identified: (a) experiencing the unexpected; (b) being reminded of fragility; and (c) balancing a changing relationship. The partners had a positive attitude towards the screening process and were pleased that their husbands were under surveillance. Nevertheless, at the same time, the diagnosis caused worries and questions. The AAA diagnosis was constantly in the minds of the partners, which sometimes affected and limited daily activities. Furthermore, ambivalent feelings towards surgical treatment were described. The partners tried to support their men and encouraged them to achieve a healthy lifestyle.

CONCLUSION: The partners' well-being and daily lives were impacted by the awareness of the screening-detected AAA. Different degrees of worry were the most common reaction and were pervasive in all three categories.

RELEVANCE FOR CLINICAL PRACTICE: The result highlights the need to review routines or develop new strategies to include the partners in the process of screening and offer supplementary support and information.

Objective: This study aimed to review, summarise, and assess the available evidence regarding the impact on the quality of life (QoL) of men undergoing screening for abdominal aortic aneurysm (AAA) and attending regular follow ups. Methods: PubMed, MEDLINE, CINAHL, and PsycINFO were used for searching. The search was performed from April to July 2016, with an update in February-March 2018. The quality of the studies was appraised with respective checklists from the Critical Appraisal Skills Programme. A narrative synthesis of the included studies was performed. The analysis included studies evaluating QoL in relation to one or more of the following concepts: physical function, psychological impact and social life in men undergoing AAA screening, but excluded studies evaluating QoL in AAA patients diagnosed outside a screening program. Results: The initial results from the search were 128 articles. Duplicates were removed, titles and abstracts were screened, and 22 full text articles were collected. Based on the inclusion criteria, 11 quantitative studies were included. Inferior quality of life among men with detected AAA was identified compared to those without the diagnosis and the general population in the included studies. The self-perceived health decreased over time for the participants with AAA. Assessments after surgery showed that the participants returned to similar health as before the screening. A wide variety of factors regarding the methodologies, designs, measurements, sample sizes, and the time for the assessment were noted in the included studies. Conclusion: Quality of life is an important outcome for AAA screening and studies have been conducted in an attempt to address the imbalance between benefits and harm. However, it is still difficult to draw clear conclusions, possibly due to the heterogeneity of the original studies. Nevertheless, it is important to identify men with an AAA who develop conditions influencing their health and QoL in order to understand their care needs to further support them and improve their situation.

BackgroundAs part of an interprofessional operating team, nurse anesthetists need to be skilled in collaboration, problem solving, attentiveness, independent decision-making and knowledge of anesthesiology nursing. Factors that are vital for nurse anesthetist students' future profession. The educational model peer learning, characterized by collaboration and learning through social interaction between individuals, may support nurse anesthetist students' development in such skills.AimThe aim of the study was to explore nurse anesthetist students' perceptions of their experiences of peer learning as an educational model during their clinical education in a Swedish context.MethodsThe approach was a qualitative descriptive design. Seven nurse anesthetist students from four different universities were interviewed individually using a semi-structured interview guide. The data were analyzed with content analysis.ResultsThree generic categories revealed a description of the phenomenon: Increased independence, Holistic view and Expansive learning process. A main category brought together the content of the generic categories and shows the overall finding of the study: Peer learning promotes nurse anesthetist students' personal and professional development.ConclusionPeer learning as an educational model during nurse anesthetist students' clinical education might facilitate preparation for their coming profession.

Interprofessional education aims to foster healthcare students’ ability to collaborate in interprofessional teams with the patients at the center of care as active participants. However, little is known about how patients experience this collaboration. Therefore, this study aimed to explore patients’ experiences of being involved in the interprofessional team of healthcare students at a clinical training ward in Sweden. A descriptive design with a qualitative approach was used. Data were collected through semi-structured individual interviews with 22 patients. Braun and Clarke’s reflexive thematic analysis was used. The main finding was that patients were only included as passive participants. Although most patients wanted to be involved, they were hindered due to their health condition or excluded from care planning and decision-making. The patients needed family members’ support to be involved. However, this need was not recognised by the interprofessional team of healthcare students. Patient involvement must be highlighted as an important component of interprofessional education initiatives. Further research is needed to explore family members’ perspectives on involvement in interprofessional training ward settings.

Registered nurses with a doctoral degree are important for the quality of care, nursing education, and nursing research. Still, postgraduate career paths are criticized for being too vague. To enable career path development, mapping of the current situation appears fundamental. The objective was therefore to chart the current professional positions and work conditions and to explore the future career aspirations of registered nurses with a doctoral degree in Sweden. A cross-sectional survey study was conducted including 118 participants, all nurses with a doctoral degree earned between 2016 and 2022. This study is reported in accordance with STROBE. The participants reported a significant change from hospital-based positions before doctoral studies, towards university-based positions after graduation. This is clearly in contrast to their expressed aspiration to hold a shared position, remaining in contact with the clinical context. In conclusion, a national collaboration is needed and wanted regarding career opportunities for registered nurses with a doctoral degree in Sweden. Furthermore, career paths within nursing science need to be established within the clinical context.

Background Due to the need for students to integrate theory with practice, current research seeks the best learning and teaching models in primary healthcare settings. The aim of this study was to explore preceptors' and nursing students' experiences of using peer learning during clinical practice in primary health care. Methods A qualitative research approach was used based on semi-structured interviews with seven preceptors and ten nursing students. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning. Results Preceptors and students perceived peer learning as an educational model to be beneficial for learning in primary care settings. They found the model to be stimulating, challenging, and leading to development of professional identity and nursing skills. All informants were positive towards the peer learning experience, with students reporting they were seen as individuals, despite working in pairs. However, the physical environment was demanding with regards to telephone counseling issues, limited opportunities for using computers, and the use of small examination rooms. Conclusion This study shows that, despite the complex learning environment, peer learning as an educational model appears to work well in a primary healthcare setting. However, much improvement is needed to facilitate the students' learning process. Consequently, conditions for clinical practice and learning beneficial to both students and preceptors should be prioritized by management.

Aim: The aim of this article was to illuminate the content of meta‐supervision of clinical supervisors active in a nursing programme delivering clinical supervision to nursing students in southern Sweden. The purpose of clinical supervision is to strengthen and develop the professional role through increased self‐awareness. Design: A qualitative, descriptive study was conducted analysing the documentation of 117 meta‐supervisory situations. Methods: Over 100 handwritten documented sessions, during 10 years of meta‐supervision, were analysed using content analysis. Results: The content of meta‐supervision consisted of three theoretical aspects: psychological aspects, pedagogical aspects and nursing aspects. To employ competent meta‐supervisors, the meta‐supervisor should have documented in‐depth knowledge of psychology, pedagogy and a good knowledge of the nursing context.

BACKGROUND: Cultural awareness and cultural competence have become important skills in higher education as populations continue to grow in diversity around the world. However, currently, there are few instruments designed to assess student awareness of the aspects of culture, and the existing instruments need further development and testing for use with different target populations. Therefore, the aim of this study was to test the psychometric properties of a modified version of the Cultural Awareness Scale (CAS) for use in higher education within the health and social care fields.

METHODS: A modified version of the CAS was developed, which was tested psychometrically using cross-sectional data. In total, 191 undergraduate students from different health and social care undergraduate programs in Sweden and Hong Kong responded to a call to test the modified instrument.

RESULTS: The results showed that the modified CAS is a four-factor measure of cultural awareness and possesses satisfactory internal consistency. Results also support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.

CONCLUSION: The modified CAS showed satisfactory psychometric properties and can be recommended as a generic tool to measure cultural awareness among students in higher education within the health and social care fields. However, further psychometric testing on the effectiveness of the modified CAS as a tool to evaluate the efficacy of cultural awareness interventions is required.