ArticleScandinavian journal of caring sciences2026
Nurse Educators' Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study.
Article in Scandinavian journal of caring sciences, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
To explore how nurse educators in bachelor's nursing programmes perceive the meaning of nursing theories in nursing education.
backgroundNursing is situated between a professional discipline and an academic discipline. Nurses' professional values significantly influence nursing practice, playing a key role in shaping their behaviour and decision-making and the quality of care provided.
designA descriptive qualitative study was conducted and reported on in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ).
methodsFour focus groups with 17 educators at three universities and one university college were conducted between September 2021 and September 2023. Data were analysed using reflexive thematic analysis, in accordance with Braun and Clarke's approach.
resultsThree themes identifying nurse educators' perceptions of the meaning of nursing theories in Norwegian bachelor's nursing programmes: nursing theories define what nursing is and refer to core elements in nursing practice; nursing theories strengthen nursing students' self-understanding and professional identity and nursing theories-a vital yet marginalised part of nursing education.
conclusionsNursing theories strengthen nursing students' self-understanding and identity as nurses and provide them with the knowledge needed for empathetic caring and relational competence. While nursing educators acknowledge the importance of nursing theories in nursing education, discipline-specific nursing knowledge often competes with knowledge from other disciplines. The interdisciplinary approach emphasised in the training of health and social care professionals can overshadow the unique contribution of nursing theories. As a result, nursing theories may appear less important.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.