Nursing Students' Preferences for Learning Medical and Bioscience Subjects: A Qualitative Study.

(1) Background: There are considerable challenges and concerns related to learning medical and bioscience subjects (MBS) in nursing education and integrating this knowledge into nursing. The aim of this study was to explore what learning methods nursing students prefer when studying MBS, and how this learning may be enhanced to facilitate the integration of these subjects into nursing. (2) Methods: Individual interviews with 10 nursing students.

Ongoing training and peer feedback in simulation-based learning for local faculty development: A participation action research study.

Background: Simulation-based learning (SBL) is often used in healthcare education. Professional development has been identified as crucial to the success of SBL. Effective, high-quality SBL requires facilitators who are multiskilled and have a range of SBL-related knowledge, skills and attitudes, which require time and practice to acquire.

How can studying abroad nurture nurse students' intelligent kindness?

International student exchange in higher education has substantial impact on students' personal and professional lives. Using a critical hermeneutic approach, this case study explores how undertaking international practice modules abroad might even enhance nurse students' abilities as carers, which is an essential element of nursing practice. The context is a nurse education programme in Norway from 2005 to 2017.

Tight Ties in Collaborative Health Research Puts Research Ethics on Trial? A Discussion on Autonomy, Confidentiality, and Integrity in Qualitative Research.

Collaborative research involving different stakeholders is increasingly becoming a preferred way of doing qualitative research to improve health care services. However, ethical research dilemmas arise when collaborative ties are tight. Based on lessons learned from two qualitative collaborative health care research projects in two different municipalities in Norway and Denmark, respectively, this article illuminates ethical research dilemmas around ethical principles and guidelines of autonomy (informed consent), confidentiality (anonymity), and integrity of research.

Students' and teachers' experiences of participating in the reflection process "THiNK".

Objectives: Reflective journal writing in clinical practice is used as a tool in bachelor programs in nursing. The reflection process THiNK was developed to enhance students' reflection processes. It was tailored to the needs of a nursing programme (in Norway) as former studies showed that many students had superficial level of reflection in their reflective journals, few students applied knowledge to their reflections and some met unprepared in the guided reflection groups.

Strengthening practical wisdom: mental health workers' learning and development.

Background: Practical wisdom, understood as knowing how to be or act in any present situation with clients, is believed to be an essential part of the knowledge needed to be a professional mental health worker. Exploring processes of adapting, extending knowledge and refining tacit knowledge grounded in mental health workers' experiences with being in practice may bring awareness of how mental health workers reflect, learn and practice professional 'artistry'.

Research Question: The aim of the article was to explore mental health workers' processes of development and learning as they appeared in focus groups intended to develop practical wisdom.