Background/Objectives: There is a rising global demand to educate independent and reflective nurses capable of addressing the evolving needs of healthcare systems and diverse populations. The Indonesian Nursing Act solidifies the professional status of nurses, although challenges persist including discrepancies between practice and educational standards. There is a need to increase the competence of Indonesian nurse educators and their ability to facilitate learning that can strengthen the nursing programs’ quality and improve the nurses’ ability to address various health issues in the population. The aim of the study was to describe the nurse educators’ experiences with developing student-active methods in nursing education in Indonesia. Methods: This study is part of an Erasmus+ project: Capacity Building in Nursing Education in Indonesia (CABNEI). A three-year educational program for nursing educators in Indonesia was developed. The current study used a qualitative, descriptive design with a questionnaire containing four open-ended questions focusing on the educators’ experiences with developing student-active methods and conditions affecting this process. Data were collected between January and November 2022 and analyzed using qualitative content analysis. Results: A total of 32 educators from two universities and two nursing schools in Indonesia participated. The analysis revealed the theme “A change of pedagogical approaches to nursing students’ learning” with three categories: “Setting the stage for pedagogical development in the nursing education”, “From correction to reflection”, and “Factors affecting the educators’ learning process”. Conclusions: The nursing educators’ experiences with developing student-active methods in Indonesia were positive. They reported incorporating additional pedagogical tools into their teaching methods and nursing programs. Management is vital in facilitating active-learning strategies. It is important to foster collaborative opportunities for educators and enhance their pedagogical skills to meet the healthcare system’s evolving needs and society’s demands for sustainable nursing expertise.

Skikkethetsvurdering skal sikre at profesjonsstudenter har nødvendige forutsetninger for yrket de utdanner seg til og at de ikke utgjør en mulig fare for mennesker de møter i sin yrkesutøvelse. Norsk regelverk fastsetter at dersom det er tvil om en students skikkethet for yrket, skal det iverksettes en særskilt skikkethetsvurdering, og studenten skal tilbys utvidet veiledning (UV). Hensikten med studien er å utforske hvordan fagansatte i profesjonsutdanninger erfarer å veilede studenter ved UV i særskilt skikkethetsvurdering. Studien har et kvalitativ eksplorativt design og bygger på individuelle dybdeintervjuer. Dataanalysen bygger på Braun og Clarkes sekstrinns tematiske analyse. Resultatene viser at informantene anser relasjonen til, og samarbeidet med, studentene som avgjørende for veiledningen. Å skulle veilede og samtidig vurdere studenten beskrives som utfordrende. Informantene hadde ulikt syn på graden av taushetsplikt overfor skikkethetsansvarlig, noe som påvirket informasjonsflyten. Studien indikerer at utdanningsinstitusjonene bør gi utdypende informasjon til veiledere i UV om formelle rammer for en særskilt skikkethetsvurdering. Det bør diskuteres hvor grensene for veilederes veiledningsansvar kontra vurderingsansvar går. Forhold knyttet til informasjonsflyt mellom skikkethetsansvarlig og veileder bør avklares. Resultatene vil slik kunne få praktiske konsekvenser for gjennomføring av særskilt skikkethetsvurdering og UV. English abstract Extended Supervision During Special Suitability Assessment of Professional Students – Supervisors’ Experiences Suitability assessments are intended to ensure that students in professional study programs possess the necessary prerequisites for their respective professions, and that they do not pose a potential risk to individuals they encounter in their professional practice. Norwegian regulations stipulate that if there are doubts regarding a student’s professional suitability, a special suitability assessment must be initiated, and the student must be offered extended guidance. The purpose of this study is to explore how faculty members in professional study programs experience guiding students through extended guidance during special suitability assessments. The study is based on a qualitative exploratory design and individual in-depth interviews. Data analysis is conducted using Braun and Clarke’s six-step thematic analysis approach. The results show that informants consider the relationship and collaboration with students as crucial. Guiding whilst simultaneously assessing students is described as challenging. The informants had different views on the degree of confidentiality toward the competency assessment officer, affecting information flow. The study suggests that education institutions should provide information to supervisors about formal frameworks for suitability assessments. It should be discussed where the boundaries of supervisors’ supervisory responsibility versus assessment responsibility lie. The flow of information between the suitability officer and supervisor should be clarified. The results may have practical implications for the implementation of suitability assessments and the guidance process.