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Nurse Educators' Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study.

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Title: Nurse Educators' Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study.
Authors: Kvande, Monica Evelyn (AUTHOR), Glad, Tone (AUTHOR), Clancy, Anne (AUTHOR), Kitzmüller, Gabriele (AUTHOR)
Source: Scandinavian Journal of Caring Sciences. Jun2026, Vol. 40 Issue 2, p1-9. 9p.
Subjects: Nursing theory, Empathy, Qualitative research, Focus groups, Interviewing, Professional identity, Judgment sampling, Thematic analysis, Professions, Sound recordings, College teacher attitudes, Research methodology, Nursing practice, Curriculum planning, Baccalaureate nursing education, Nurse educators, Self-perception, Professional competence, Health care teams
Geographic Terms: Norway
Abstract: To explore how nurse educators in bachelor's nursing programmes perceive the meaning of nursing theories in nursing education. Background: Nursing 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. Design: A descriptive qualitative study was conducted and reported on in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ). Methods: Four 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. Results: Three 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. Conclusions: Nursing 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. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Caring Sciences is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
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  Label: Title
  Group: Ti
  Data: Nurse Educators' Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Kvande%2C+Monica+Evelyn%22">Kvande, Monica Evelyn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Glad%2C+Tone%22">Glad, Tone</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Clancy%2C+Anne%22">Clancy, Anne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kitzmüller%2C+Gabriele%22">Kitzmüller, Gabriele</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Caring+Sciences%22">Scandinavian Journal of Caring Sciences</searchLink>. Jun2026, Vol. 40 Issue 2, p1-9. 9p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nursing+theory%22">Nursing theory</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Sound+recordings%22">Sound recordings</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+practice%22">Nursing practice</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Baccalaureate+nursing+education%22">Baccalaureate nursing education</searchLink><br /><searchLink fieldCode="DE" term="%22Nurse+educators%22">Nurse educators</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Health+care+teams%22">Health care teams</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To explore how nurse educators in bachelor's nursing programmes perceive the meaning of nursing theories in nursing education. Background: Nursing 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. Design: A descriptive qualitative study was conducted and reported on in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ). Methods: Four 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. Results: Three 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. Conclusions: Nursing 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Caring Sciences is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194946877
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/scs.70233
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 1
    Subjects:
      – SubjectFull: Nursing theory
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Sound recordings
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Nursing practice
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      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Baccalaureate nursing education
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      – SubjectFull: Nurse educators
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      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Professional competence
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      – SubjectFull: Health care teams
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Nurse Educators' Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study.
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            NameFull: Kvande, Monica Evelyn
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            NameFull: Glad, Tone
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            NameFull: Clancy, Anne
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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              Value: 40
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            – TitleFull: Scandinavian Journal of Caring Sciences
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