Background: Involving family members in the care process leads to higher-quality patient care. However, this requires collaboration among various healthcare professionals. At interprofessional training wards, healthcare students learn to work together across different disciplines. However, there is limited knowledge about family members’ involvement in the patient care process during interprofessional education in clinical settings. Aim: This study aimed to explore family members’ experience of involvement in the patient care process on an interprofessional training ward. Method: An inductive content analysis was applied on data from individual interviews with 19 family members of patients admitted to an interprofessional training ward.Results: Family members experienced that they had to be involved in the patient care process to bridge knowledge between the patient and the interprofessional student team in order to influence healthcare and have control over the situation. Moreover, they wanted to be acknowledged as family members and needed transparency in the patient care process. Family members’ involvement was governed by the patient’s needs and influenced by the degree of trust in the interprofessional student team. Conclusion: Interprofessional education activities should focus more on family members’ involvement in the interprofessional training ward.

Aim: To describe the variation in nurse educators' conceptions of how they facilitate critical thinking in bachelor nursing students.

Design: Qualitative study with a phenomenographic approach.

Methods: Data was collected through twenty‐six semi‐structured interviews with nurse educators conducted in Sweden between March and June 2024.

Results: The result of this study can be understood as five descriptive categories: Creating a safe and trustful relationship with the students, Encouraging a dialogue with the students, Using space as a tool, Using artefacts as a tool, and Using oneself as a tool.

Conclusion: The conclusion is that the facilitation of critical thinking needs to be based on a safe and trustful relationship between educators and students. Without this relationship, it is not possible to establish the central dialogue, where the educator can facilitate critical thinking through asking counterquestions and provoking the students.

Implication for the Profession: To become critical thinkers, the students need to put their knowledge and assumptions in a new light and question them. Here, the educator has a vital role in being the guide and facilitator.

Impact: The result indicated that it is vital for the educators to build a safe relationship with the students. The relationship is a precondition for the facilitative dialogue where the educators can ask reflective and provoking questions to stimulate critical thinking. Future nurses need to be prepared with critical thinking to enable evidence‐based clinical decisions both during clinical practice as well as when being registered nurses.

Reporting Method: SRQR guidelines.

Patient and Public Involvement: This study did not include patient or public involvement in its design, conduct, or reporting.

Background: Nurse practitioners (NPs) play a crucial role in healthcare by providing person-centred and high-quality care. Their contributions encompass enhanced accessibility to healthcare and reduced hospital admissions and cost-effectiveness. They usually hold a master's degree in nursing, incorporating expanded clinical skills to manage patients in different settings and address both nursing and medical needs. Despite the global development of the role, its implementation varies, presenting challenges related to role clarity, regulation and acceptance by other healthcare professionals.

Aim: To explore how nurses who are or have been employed as NPs describe their experiences of transitioning to and working in the NP role in Sweden.

Design: A qualitative interview study.

Method: This study explores the experiences of 15 NPs in Sweden, using a snowball sampling strategy and semi-structured interviews. The data were collected through interviews in April and May 2022 and analysed with inductive content analysis.

Findings: The present study explores the experiences of NPs as they transition from experienced nurses to NPs, emphasising motivations, educational challenges, acceptance and autonomy. Transitioning into the NP role initially brought isolation that evolved into acceptance. They recognised their strength in integrating medical and nursing competencies for holistic care. Leadership was pivotal, with managerial support crucial for the successful implementation of the role. Autonomy-related challenges, such as prescription rights and dependency on physicians, underscored the need for a protected professional title and national guidelines.

Conclusion: This study enriches the evolution of the NP role in Sweden, offering vital insights into the ongoing national-level dialogues on NP role development in Sweden.

Impact: The paper's relevance extends globally by providing valuable perspectives on NPs practicalities and fostering international understanding and advancement.

Reporting method: Standards for reporting qualitative research.

Patient or public contribution: Not applicable.

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: The need for improved organizational support for practice-based nurse scientists has been stressed. To provide a synopsis of the field, we mapped the existing literature. Purpose: To map the existing literature on the development and evaluation, core components, and key success factors of practice-based models for nurse scientists. Methods: A scoping review was conducted. CINAHL, Medline, PsycINFO, EBSCO, and ERIC were searched for original articles in June 2024. Findings: In total, 14 papers were included. Five key success factors were identified. Thorough development processes were reported and, at large, the core components were uniform. Evaluations were diverse and nonrelated to patient care. Discussion: Findings indicate key factors to consider when developing and implementing practice-based models for nurse scientists. Further, a possibility of progressing the research field from developing to evaluating the models. Consensus on outcomes may help to build an evidence basis on the significance of practice-based nurse scientists.

Registered nurses (RNs) with a PhD constitute a resource for other healthcare professionals, patients and relatives, and may contribute to the advancement of nursing research and nursing science in education. Nevertheless, they seem to lack clear descriptions of career pathways or prerequisites for developing a career. Therefore, the aim was to explore existing and desired prerequisites for career development after earning a PhD, as described by RNs. Thirty-six individual, semi-structured interviews were conducted digitally with RNs who had earned a PhD degree between 2016 and 2022. The data analysis was guided by conventional qualitative content analysis. The results showed that prerequisites described as essential for careers formed two categories: Structural and Dynamic, with five subcategories: Employment, Finances, Research culture, Supportive engagement and Personal investments. The described prerequisites for career trajectory planning for PhD-prepared RNs may serve as a guide for the development of national career structures.

AIM: This study aimed to understand the variety of nurse educators' conceptions of nursing students' collaboration in clinical skills lab activities.

BACKGROUND: Collaborative learning has gained attention in nurse education as an educational approach that supports learning and professional development. However, research is deficient concerning nurse educators in faculty-based education and their conceptions of student collaboration.

METHOD: The study adopted a phenomenographic approach. A purposeful sampling of nurse educators teaching in a skills lab setting was conducted at five universities in Sweden. Individual interviews with sixteen nurse educators were performed between November 2023 and February 2024. The interviews were analysed following phenomenographic procedures.

RESULTS: Four different description categories were identified: the purpose of collaboration, the didactic activities for collaboration, the student's intrapersonal skills, and the group activity skills. The outcome space presents the purpose of collaboration as the most complex descriptive category.

CONCLUSION: The educational purpose of collaboration should be settled by the faculty of nurse education and aligned to the collaborative requirements in the nursing profession. Introducing didactic activities specifically contextualized to the nursing profession and including peer observations and feedback in a formative manner may facilitate the development of collaboration.

The value of health care delivered via effective interprofessional teams has created an imperative for interprofessional education (IPE) and interprofessional collaborative practice (ICP). To inform IPE strategies, we investigated differences in perceived self-efficacy (SE) for competence in ICP among health professions students. Study data was collected between 2015-2019 from students from 13 different programs (N=3,496) before an annual institutional interprofessional program. Students completed the IPECC-SET, a validated instrument evaluating perceived SE for competence in ICP, and rated their 1) amount of previous contact with, and 2) perceived understanding of the role of different health professions.  Student groups were compared using parametric statistics. Regression analyses explored factors influencing SE for competence in ICP. Findings revealed significant differences in perceived SE for competence in ICP between programs (p<.05). Specifically, health information management/health informatics, dental, medicine, and nursing students expressed relatively higher SE, whereas physical and occupational therapy students expressed relatively lower SE. Perceived understanding of the role of health care professions (p<.01) and gender (p<.01) contributed significantly to predict perceived SE for competence in ICP, while amount of previous contact with other health professions did not (p=.42).  Findings highlight the value of IPE designed with consideration of specific learner needs.

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.

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.