The extraordinary makes the ordinary visible - nursing students' experiences of their learning in clinical practice during COVID-19: a qualitative study.

Background: The COVID-19 crisis had a significant impact on health care and nursing education as a large part of it is carried out in clinical practice. However, it is not known how the learning situations during the pandemic affected students' learning. To deepen the understanding of students' learning, learning theories within a constructive paradigm is used as a framework for this study.

A pedagogical model to enhance nurses' ability to support patient learning: an educational design research study.

Objectives: To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning.

Methods: The study relies on an educational design research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care.

Patients' participation during treatment and care of breast cancer - a possibility and an imperative.

Purpose: To explore how patients experience participation during treatment and care for breast cancer related to their understanding.

Method: Semi-structured individual interviews with 16 women diagnosed with breast cancer. Interpretative qualitative content analysis was performed.

Patients' learning and understanding during their breast cancer trajectory.

Objective: To explore how women learn and understand their disease, treatment, care, and life-situation during a breast cancer trajectory.

Method: Semi-structured individual interviews were performed with 16 women suffering from breast cancer. Qualitative content analysis of data was performed.

What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements.

Identifying keys to success in clinical learning: a study of two interprofessional learning environments.

The aim of this study was to study the intrinsic system behind interprofessional clinical learning environments. Two health care units were selected on the basis of having received a reward for best clinical learning organization. Interviews were carried out with health care staff/clinical supervisors from different professions.