(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. Transcripts from the interviews were analysed by systematic text condensation and the COREQ checklist for qualitative studies was completed. (3) Results: Students prefer varied and active learning methods in MBS. The participants in the study highlighted both organised tutorials in groups and working with fellow students outside of organised teaching. All participants used educational videos. Learning MBS by drawing was appreciated both during lectures and in student-initiated colloquia. Strategies that favour in-depth learning were appreciated, and it was found that lectures did not have to cover the entire curriculum. Teachers’ attitudes toward students also were seen to have a considerable impact on students’ motivation for learning. (4) Conclusion: Applying active learning methods and focusing on the most relevant topics in MBS appears to improve students’ ability to integrate this knowledge into nursing; teachers should also be aware of their role as a motivator.

Aim: This study's aim was to improve our understanding of the impact of pre‐round meetings before ward rounds on hospital wards.Design: Qualitative study.Method: Focus group interviews were conducted with nurses and doctors.Results: Participants reported that pre‐round meetings provide opportunities for interdisciplinary cooperation and have a positive impact on the quality of treatment and care. These meetings offer a forum for health professionals to develop a shared understanding and to convey congruent information to the patient. However, there may be reasons for omitting the pre‐round meetings before ward rounds on wards with acute admissions and high patient turnover. Continuity of those attending the meetings and attendance by consultants are needed for timely decision‐making and hence, successful pre‐round meetings. If health trusts establish systems promoting successful pre‐round meetings, the quality of treatment received by patients has potential for improvement.

Efficient hand hygiene is essential for preventing the transmission of microorganisms. Alcohol-based hand rub (ABHR) is a recommended method. We compared health personnel (skilled nurse students) with random adults to study the effect of an ABHR procedure. A water-based hand rub (WBHR) procedure, using running tap water and a hand-drying machine, was also investigated. The study included 27 nurse students and 26 random adults. Hands were contaminated with Escherichia coli, and concentrations of colony forming units (CFU/mL) were determined before and after ABHR or WBHR. Concentrations after ABHR were 1537 CFU/mL (nurse students) and 13,508 CFU/mL (random adults) (p < 0.001). One-third of participants reported skin irritation from daily ABHR. Concentrations after WBHR were 41 CFU/mL (nurse students) and 115 CFU/mL (random adults) (p < 0.011). The majority of participants (88.5%) preferred the WBHR method. Results from 50 air samples from filtered air from the hand dryer outlet showed no CFU in 47 samples. A significant difference between the two groups was shown for the ABHR method, indicating that training skills are important for efficient hand hygiene. Surprisingly, the WBHR method seemed to have a significant effect in largely removing transient bacteria from hands.

Introduction: The pre-round meeting is an interprofessional gathering conducted in conjunction with the ward round in many hospitals. Here, nurses, doctors and eventually allied health clinicians discuss clinical issues before attending to the patients. This study focused on the learning aspects of the pre-round meeting, and it is, to our knowledge, the first study to explore the impact of pre-round meetings on learning in a clinical setting. Objectives: To improve our understanding of the impact pre-round meetings has on clinical learning among the nurses and doctors who attend them. Method: A qualitative study. Focus group interviews were conducted. Participants comprised of 9 doctors and 13 nurses from two different hospitals in Norway. The participants represented both surgical and non-surgical departments Results: This study showed that the pre-round meeting is an arena with a high learning potential. Learning takes place in the discussion that arises when different professions meet. Both nurses and doctors emphasized that the pre-round meeting is both a conscious learning arena and an arena where learning is a by-product. Several factors interfered with the utilization of its learning potential. Conclusion: The pre-round meeting is an arena with high learning potential. However various factors can influence this potential. The study highlights the importance of being aware of the learning potential in the pre-round meeting, to achieve higher-level learning objectives. A collaborative environment, continuity, competence, and availability of the staff and structured pre-round meetings are essential elements for achieving higher-level learning objectives.

In 2015, Norway introduced stricter requirements for organizing primary emergency care. These changes led to new solutions such as municipal emergency outpost satellites, providing inhabitants shorter access to care in resource-limited areas. This study explores patient experiences at emergency outpost satellites staffed by a nurse on site with a general practitioner (GP) available via video consultation. A qualitative study was conducted with seven patients, aged 62-82, with complex needs, from four small and medium-sized municipalities in Vestland County, Norway. Data were collected through individual semi-structured interviews, which took place within 6 months of an acute consultation at an emergency outpost satellite. The data were analysed using systematic text condensation (STC). Patients had both positive and negative experiences with video consultations. They valued short travel distances and quick GP access via video link. Video consultations often replicated several aspects of in-person visits, with nurses playing a crucial role in organizing and ensuring that care was provided effectively. Nurses were key mediators, supporting patients before, during, and after the consultation. However, some patients were dissatisfied with the lack of a physical GP presence, technical issues, and communication challenges. The participants' experience of communication with the GP and nurse was crucial for the video consultation to be perceived as satisfactory. Participants felt that video consultations reduced travel burdens and provided quick clarification. Nurses played an important mediating role, but poor communication and technical issues made some participants feel unsafe using the emergency outpost satellites.

Helsedirektoratet initierte prosjektet «Pilot legevakt», ein ny modell for akuttmedisinske tenester i rurale strøk som har vanskar med å sikre akuttmedisinsk ekspertise. På legevaktsatelitten gjennomfører sjukepleiaren konsultasjonen i videokonferanse med lege. Denne studien utforskar leiarane sine erfaringar. Ti leiarar frå fem kommunar deltok i kvalitative intervjue. Basert på intervjua vart det gjort ein kvalitativ innhaldsanalyse. Potensialet for kompetanseheving og rekruttering av nye sjukepleiarar motiverte leiarane for deltaking, og dei såg på prosjektet som eit høve til å auke akuttmedisinsk kompetanse i heile den sjukepleiefaglege tenesta i kommunen. Leiarane la vekt på å støtte sjukepleiarane i den nye kombinerte rolla som «satellittsjukepleiar» og i den ordinære rolla som sjukepleiar i kommunen. Nye former for tverrfagleg samarbeid blei vurdert som avgjerande for kompetanseheving. Leiarane sitt inntrykk var at sjukepleiarane opplevde dei nye oppgåvene som interessante, og at det ga høve til å auke rekruttering og stabilitet i sjukepleiestaben.