Nordic Journal of Nursing Research

Students often have negative experiences during their mental health clinical placement. Their evaluations show that students perceive this clinical placement as the least popular area of their practice program. In order to extend our knowledge and to develop this part of the general nurse's education it seems important to study students' opinions and experiences more closely. The aim of this study was therefore to describe the students' experiences during their mental health clinical placement.

The overall picture shows that the respondents were satisfied with their clinical placement. The most problematic area found in this study was in the communication between University College and the mentors. According to the mentors, the students' negative attitude is related to the fact that teachers allowed and supported the circulation of false rumours about the wards. Therefore, the maintenance of teachers', mentors' and students' social conventions is essential for creating an atmosphere which facilitates learning.

Advanced medical treatment can lead to ethical problems regarding the dying patient in the intensive care unit. To meet this challenge by integration of principles from palliative care into intensive care, depends upon the intensive care nurses. The aim of this study is to explore how the phenomenon of a good death in intensive care units appears in the life of intensive care nurses.

Data from in-depth interviews with six intensive care nurses from units at two major Norwegian hospitals were analyzed by Giorgis fenomenological method and further interpreted in the discussion, which indicates an fenomenological-hermeneutic approach.

The good death is described by four categories. It depends on the quality of the relations; — Being in the world together. A general palliative approach is important; — Palliation. When the treatment is terminated, the nurses aim at creating a space of silent ceremony that is devoid of technical elements, — The natural and sacred room. The nurses' personal experience is also a decisive factor behind the good death; — Being in death together. The fifth category found in the study, When the patient is not allowed to die, describes the nurses' experiences of what is not a good death. The empirical description reflects the intensive care nurse's professional experience, which includes meaning-producing strategies that aim at re-establishing and maintaining the coherence and flow of our life-world.

The knowledge from this study creates consciousness among the nursing practitioners about their activity and values. It may represent a foundation for ethical development and integration of a comprehensive palliative approach into intensive care units.

The aim of this study is to gain knowledge about how nurses experience their role in District Mental health Day Centres. The data was collected by interviewing 6 nurses in different units in Norway. The interviews was taped and transcribed. The analysis was done by following Kvales (1997) description in content analysis. We have followed his three phases; 1) self-understanding, 2)critical understanding based upon «common sence» and 3) theoretical understanding. The result show that the nurses role and function was caring, interaction and preceptor ship. The nurses promote the user experience of being important for other users and to focus on independence and the users autonomy. They play the ground for social relationship and let the user tell and put word upon their own experiences.

Narratives of student nurses from their clinical practice experience are collected and analysed to elucidate what they consider important in order to advance learning from practice and, in particular, how they think about confidence as a potentially significant element. Based on a non-strict structural analysis (Ricoeur, 1979, Lindseth & Norberg, 2004) narratives were read on a naïve level. A number of the subthemes appeared: students being seen and heard, good organization of practice periods, continuous feedback during practice, establishing mutual expectations and securing time for reflection all seem to be core elements in the students' experience. Students support the initial hypothesis of the project, namely that confidence is a crucial aspect in learning from practice.

My interpretation deals with low predictability.

The large increase of elderly patients admitted to hospitals constitutes a big challenge for the secondary health care. This article is about how health care managers experience the basis for release off elderly patients. We performed open in depth interviews with eight ward managers about their experience concerning the evaluation that are done in regard off releasing elderly patients from the hospitals to primary health care.

The findings have been analyzed according to Kvales phenomenological-hermeneutical methodology. The findings are presented analysed and interpreted from four sub themes;

This development project was aimed at engaging nursing students in a project targeting the prevention and reduction of pressure ulcers on an education based hospital ward. An intervention was implemented based on systematic assessment, skin observation, together with training and educational sessions, i.e. on how to make risk assessments and how to prevent and treat a pressure ulcer, were carried out. The project demonstrated the importance of offering nursing students an environment for clinical practice which supports them in participating and developing patient care starting from Evidence-Based Practice. During the project no patients developed pressure ulcers while on the ward. The opportunity to act as facilitators of evidence-based methods was found to enhance student ability to draw conclusions and make connections between quality of care and end result.

Introduction: It has proven difficult to develop standardised methods and definitions for qualitative meta-syntheses. In this paper we suggest a theory-guided approach to meta-synthesis that enabled us to study the transition from being a nurse student to being a newly educated nurse in psychiatric settings. Insight into this transition is crucial for developing strategies to increase recruitment and retention of nurses in these settings.

Aim: The purpose of this study was to meta-synthesise psychiatric nurses experiences of the transition between being student and being newly educated and to discuss issues related to the particular approach to meta-synthesis.

Methods: A systematic Literature search was made in CINAHL, PubMed, PsycINFO and Web of Science. References were critically evaluated and five studies were included in a qualitative meta-synthesis inspired by the methodological outline put forward by Sandelowski and Barroso. The studies were interpreted guided by theory from the social science position «symbolic interactionism».

Results: Two central themes were identified: 1. Negotiation of roles and norms. 2. Interpretation of the institutional context. The newly educated psychiatric nurses felt a lack of formal introduction, had feelings of professional incompetence and were ambivalent towards their new role. Discussion and conclusion: The synthesis was evaluated and theory-guided interpretation could potentially be a significant contribution to qualitative meta-synthesis, which has not previously been explored in the Literature.