Introduction: Interprofessional learning can enhance self-efficacy for competence in interprofessional collaborative practice among healthcare students. Research shows that healthcare students enter interprofessional learning with varying prerequisites. However, little is known about how these factors influence self-efficacy for competence in interprofessional collaborative practice.

Aim: To explore healthcare students' self-efficacy for competence in interprofessional collaborative practice related to readiness for interprofessional learning, personality traits, gender and healthcare education.

Method: A cross-sectional survey was conducted, involving healthcare students from four different programmes at two universities in Sweden. The Interprofessional Education Collaborative Competency Self-Efficacy Tool (IPECC-Set 9), the Readiness for Interprofessional Learning Scale (RIPLS) and the Neuroticism, Extraversion, and Openness to Experience Five-Factor Inventory (NEO-FFI) were used. Data were analysed using descriptive and analytic statistics.

Result: The study included 598 participants, comprising 281 nursing, 199 medical, 65 physiotherapy and 46 occupational therapy students. The IPECC-Set 9 correlated positively with the RIPLS dimensions of Teamwork and Collaboration and Roles and Responsibilities, and the personality traits Extraversion and Conscientiousness, and negatively with Neuroticism. The personality traits Extraversion and Conscientiousness were identified as positive predictors for higher scores on the IPECC-Set 9, (R2 = 0.09, adjusted R2 = 0.08). Medical students had lower scores in the RIPLS than students from the other programmes, while women scored higher than men.

Conclusion: Personality predicts students' self-efficacy for competence in interprofessional collaborative practice, while gender and education influence students' readiness for interprofessional learning. These factors should be considered when designing interprofessional learning activities to maintain student motivation and educational quality.

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: Global demographic ageing trends and changes in healthcare require that nursing students are adequately prepared to care for older people in home care settings. However, many students report insufficient knowledge and feel unprepared for this role. The aim of this study was to describe the variation in nursing students' understanding of caring for older people receiving home care. This study forms part of a broader project aiming at developing a tailored educational intervention in collaboration with nursing students to prepare them for this role.

METHODS: A qualitative study with a phenomenographic approach was conducted. Eighteen individual semi structured interviews were conducted with nursing students at three Swedish universities between February and April 2025. The interviews were conducted either via telephone, digitally via Zoom or face-to-face and subsequently analysed.

RESULTS: The results comprise three descriptive categories illustrating the variation in nursing students' understanding of caring for older people: Nurses' collaborative role in tailoring person-centred care for older people receiving home care, Challenges to person-centred care for older people receiving home care and Opportunities to person-centred care for older people in the home care setting. Within these understandings, students emphasised that nurses need to collaborate with older people, their family members and colleagues to tailor person-centred care to older people at home. However, students also identified challenges that could hinder person-centred care for older people, inducing factors related to older people, nurses and the organisation. Despite these challenges, students recognised opportunities inherent in the home care setting, such as the potential to develop deeper relationships with older people, support their family members, and engage with the broader community.

CONCLUSIONS: The results indicate that students recognised the essential collaborative role nurses play in tailored person-centred for older people in this setting, while also identifying challenges that may hinder its full realisation. At the same time, the students pointed to concrete opportunities for strengthening person-centred approaches within home care. These insights deepen our understanding of how nursing students conceptualise care for older people receiving home care and provide insight into how an educational intervention can be developed to better equip them to meet the complex needs of older people in this setting.

Background: Due to global demographic changes and transformations of healthcare organizations, nursing students need to be adequately prepared for caring for older persons in home settings and for involving and supporting their family members. However, nursing students feel unprepared for and anxious about interacting with family members. This study is part of a project aiming to advance nursing education on this matter by involving undergraduate nursing students in the development of an educational intervention. Aim: This study aims to describe the variation in nursing students' understanding of interactions with family members of older persons receiving home care. Design: This study was designed as a descriptive qualitative study with a phenomenographic approach. Setting: Data were collected from nursing students at three universities between February and April 2025 (Sweden). Participants: A total of 18 nursing students participated. Method: Data were collected using individual semi-structured interviews and analysed using phenomenographic analysis. Results: The variation in the nursing students' understandings comprises three descriptive categories: rationales for interactions, challenges in interactions, and strategies for successful interactions. Discussion: The findings indicate that undergraduate nursing students perceive their current education as insufficient to prepare them to involve and support family members in care. From a teaching and learning perspective, this study highlights the need for intentional, theory-informed, and practice-oriented educational strategies. Specifically, students emphasized the importance of combining theoretical grounding with experiential learning using real clinical cases, group discussions, and role-play sustained across the curriculum. In addition, communication skills training is needed to assess family needs and caregiving preferences and to manage complex communication and competing interests. These findings can inform the content and design of activities in educational interventions. Conclusion: Identifying a clear purpose for interacting with family members was fundamental for the nursing students because it guided the proposed strategies to overcome anticipated challenges.

OBJECTIVES: Interprofessional education (IPE) is a key factor, preparing students for collaboration to improve quality in healthcare. Current literature implies that IPE research needs to be relevant for students, teachers and stakeholders ensuring that research answers the most important research issues. Therefore, the objective of this study was to establish outcomes of a partnership between students, teachers and clinicians to rank the top 10 research priorities for IPE.

DESIGN: James Lind Alliance Priority Setting Partnership (JLA).

SETTING: Higher health education in Sweden.

PARTICIPANTS: Students, teachers and healthcare professionals (clinicians).

METHOD: According to the JLA process, a steering committee was established. A pilot survey to gather research uncertainties highly relevant for participants was performed and tested by the content validity index. The pilot survey was followed by a main survey with 53 participants and a final workshop to determine the top 10 research priorities.

RESULTS: The content validity index was satisfactory for 23 out of 27 research uncertainties, followed by minor changes and removal of three uncertainties. After processing the 24 uncertainties from the main survey, 21 remained in the workshop. The final top 10 research priorities included measurements to evaluate IPE, promoting and hindering factors for IPE, educational models for IPE, longitudinal studies on effects from IPE and implementation of IPE.

CONCLUSION: The priorities represent consensus areas from students, teachers and clinicians to guide future research and justify and inform strategic allocation of research funding.

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.

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.