Global Qualitative Nursing Research最新文献

This manuscript provides critical reflections on using reporting guidelines in qualitative research and examines the tensions that arise when universal checklists are applied across diverse methodological traditions. While transparency and rigor are essential, our manuscript supports that widely adopted tools such as COREQ-32 insufficiently capture the epistemological and procedural features of certain methodologies, particularly Constructivist Grounded Theory. Drawing on existing critiques and emerging methodology-specific frameworks, we argue that rigid, sometimes unvalidated criteria could impede methodological congruence and provide limitations to report Constructivist Grounded Theory research. This reflection contributes to methodological scholarship by advocating for reporting guidance that aligns with the philosophical and methodological stance of each qualitative approach. Therefore, we call for nuanced, method-congruent standards that enhance transparency while preserving the richness, reflexivity, and flexibility that underpin excellence in qualitative inquiry.

Despite promising declines in new HIV diagnoses, Latinas continue to experience elevated rates of HIV in the United States. Their increased risk of HIV infection is influenced by socio-cultural factors that hinder effective prevention efforts. The objective of this study was to elicit the perspectives of Latinas about the influence of socio-cultural factors on HIV prevention. A qualitative description method was conducted with 33 women who participated in focus groups in South Florida. A conventional content analysis was used, with coding categories derived directly from the participants' narratives. Analysis yielded three categories related to socio-cultural factors that influence HIV transmission: (1) Marianismo, (2) Machismo, and (3) Familismo. The findings revealed power imbalances in Latinas' intimate relationships, shaped by these three socio-cultural factors that continue to influence sexual health behaviors and increase HIV risk. The findings also revealed that while power imbalances exist, Latinas also exercise autonomy, support their families, or find alternative ways to access prevention resources. These behaviors reflect ongoing sociocultural influences that shape decision-making and health engagement. It is therefore critical to consider these evolving dynamics when developing HIV prevention interventions that are responsive to the unique socio-cultural contexts affecting Latinas.

Mental health and substance use (MHSU) disorders are the primary contributors to disability among children and youth, often with an early age of onset. Rural communities face added challenges in accessing care. Nurses may be a key professional support for rural children and youth needing MHSU care, but there is a gap in the literature about nurses' roles in this practice area. This interpretive descriptive study explored the insights of rural nurses regarding MHSU care for children and youth in community practice settings in British Columbia, Canada. Semi-structured interviews were conducted with eleven rural nurses who were either MHSU specialists or generalists with MHSU as part of their practice. Reflexive thematic analysis and interpretive description were used to analyse the data. Three key themes were constructed: (1) children and youth's mental health was tethered to the rural and remote context; (2) MHSU care was more than just MHSU treatment; and (3) the essential components of rural child and youth MHSU nursing practice. Early intervention and rural-centric approaches may support rural children and youth. By supporting rural nurses, MHSU care for children and youth can be enhanced.

Although the Objective Structured Clinical Examination (OSCE) is widely used in nursing education as a summative assessment of students' learning and clinical competence, less attention has been given to students' experience of the examination process. The aim of this study is to explore first-year nursing students' experiences with the OSCE. Data were collected through eight focus group interviews with first-year students between March and June 2025 and analyzed using qualitative content analysis. The analysis resulted in three main categories: "Before the OSCE - The Calm before the Storm," "During the OSCE - In the Eye of the Storm," and "After the OSCE - Emerging from the Storm." Students described the examination as both empowering and stressful. For many, it validated growth, enhanced confidence, and motivated further learning. For others, it raised concerns about fairness and caused frustration. The OSCE was experienced as a "storm" of emotions that strengthened skills, resilience, and students' professional identity, while also causing stress and raising feelings of inequity. Furthermore, the study highlights the need for improved student preparation, educators' feedback, and alignment between academia and clinical practice.

Telenursing services are widely used to support individuals with inflammatory bowel disease in several countries. Nurses supporting this population must manage diverse symptoms and care needs, but many report challenges in responding to telephone consultations. This qualitative study aimed to identify and describe the specific elements of telenursing practice for patients with inflammatory bowel disease in Japan, and the aspects that nurses consider important in remote care. Semi-structured interviews were conducted with 20 nurses who had extensive experience in telenursing for inflammatory bowel disease, who were selected through purposive sampling. Data were analyzed using inductive content analysis. Participants had a median of 10 years of telenursing experience. Six categories of practice were identified: (1) educate and inform in advance, (2) clarify the situation and needs, (3) assess worsening symptoms and decide the response, (4) recommend responses to worsening symptoms, (5) respond to issues other than physical deterioration, and (6) nurse-to-patient contact. Three key elements were highlighted as essential to effective telenursing: establishing a coordinated system, clarifying the role of telenursing, and improving nursing skills. These findings provide a clearer understanding of telenursing practices and offer guidance for enhancing support for individuals with inflammatory bowel disease.

Qualitative Content Analysis (QCA) is a widely used method in nursing research for analysing textual data. Numerous authors have provided comprehensive explanations of this approach, including step-by-step guidelines. The coding methods employed in QCA are typically categorised as deductive, inductive, or a combination of both, often referred to as the abductive or hybrid technique. However, the hybrid coding technique remains under-utilised within nursing research. Further, trustworthiness, a cornerstone of qualitative research, has been extensively discussed in the literature, with reflexivity identified as a key component of ensuring rigor and credibility. This paper presents an example from nursing research where a hybrid coding technique was applied to analyse data. The authors also detail the reflexive practices adopted by the first author, who shared a close cultural relationship with the participants and data. These practices were critical in addressing potential biases and ensuring the trustworthiness of the research. Overall, this paper provides insights into the practical application of hybrid coding within the QCA framework, contributing to a deeper understanding of its utility in nursing research.

Group Antenatal Care (GANC) provides a person-centred approach to prenatal care, integrating health care delivery with health promotion, while empowering participants and building a sense of community. GANC has proven to be effective and positively experienced by both participants and care providers and is also feasible to implement. However, introducing such innovative care models in a metropolitan city like Brussels involves navigating both challenges and opportunities. This study explores how GANC facilitators implement sessions in Brussels, the extent to which the core components are incorporated, and the rationale behind the chosen approaches. We used a descriptive multiple case study design grounded in constructivism and conducted reflexive thematic analysis. We collected data from four settings offering GANC, including 21 observations of four series of sessions and four in-depth interviews with GANC-facilitators. The findings indicate that settings shape the format of the sessions through the creation of a supportive atmosphere, the structure of content, and the integration of health assessments, which creates the format of the sessions. Furthermore, two key dynamics were identified: participant engagement and interaction, and facilitator responsiveness. Our study demonstrates that the settings can uphold the foundational principles of GANC, while addressing the opportunities and challenges within Brussels' complex urban environment.

This study explores whether and how the co-creation of an international university course on workplace violence served as a site of transformative learning for us as nursing educators across Sweden, Ethiopia, and Tanzania. Using collaborative autoethnography, our team of six faculty members critically reflected on pedagogical assumptions, educator identities, and experiences of cross-cultural collaboration. The data comprised written reflections, meeting transcripts, and observational notes. Through this process, our pedagogical approaches and professional identities were reshaped, shifting from content deliverers to reflective co-learners within the cross-cultural partnership. Our analysis highlights the interplay of cultural negotiation, logistical frictions, and unspoken yet influential power dynamics that shaped the collaboration. These pedagogical transformations extended beyond the course itself, contributing to curricular innovations at our home institutions. By offering thick, reflexive descriptions of educator learning, the study proposes a nuanced model for equitable knowledge co-production, showing that the relational and institutional work of partnership is as critical as the pedagogical content itself.

With the physical and mental impacts of caregiving being well-documented, there is an emphasis on creating interventions to support family carers and enhance their wellbeing. Many of these have been shifting toward accessible, web-based interventions. My Tools for Care (MT4C)-In Care is a self-administered, web-based intervention for carers of persons living with dementia residing in long-term care (LTC). The objectives of the current study were to understand the acceptability, usability, and usefulness of the MT4C-In Care toolkit. Using qualitative description, semi-structured interviews with family carers (n = 39) were completed across Canadian study sites in four provinces. Interviews were analyzed using deductive content analysis. Participants found the toolkit to be a suitable and adequate tool to support them as carers of persons living with dementia residing in LTC. They also perceived the online format easy to use, although there were barriers, outside of the intervention, to using the tool. The perceived usefulness was described by participants in three ways. The toolkit: (1) validated and normalized feelings, (2) provided permission for self-care and mental well-being, and (3) strengthened their caregiving knowledge. The MT4C-In Care interactive toolkit provided support that participants perceived as acceptable, easy to use, and meaningful.

The age-standardized incidence and mortality rates for cervical cancer in Ghana is 27.4 and 17.8 per 100,000 women, respectively. Currently, HPV vaccination is available only through privately funded programs, leading to inequitable access and uptake. This study examined how intersecting identities, and social locations contribute to inequities in the privately-funded HPV vaccination program in Ghana. We used an intersectionality-guided qualitative case study design. Data collection included non-participant observation of the clinic context and semi-structured interviews with HPV vaccine recipients (N = 13). We found that participants' access to HPV vaccination was shaped by socioeconomic privileges, including the ability to afford the vaccine. Their narratives revealed significant challenges in accessing HPV vaccination and highlighted how intersecting identities contribute to inequities in the privately funded program. Participants reported a general lack of HPV vaccination information in Ghana and often learned about the vaccine through incidental means. Conservative sociocultural norms surrounding sex, sexuality, and reproductive health were significant barriers, particularly in facilitating adolescent-parent discussions about HPV vaccination. Given the inequities reported by vaccine recipients, there is a critical need for education campaigns that raise awareness of the benefits of HPV vaccination, alongside strategies to support socioeconomic empowerment. Addressing these barriers through an inclusive public health policy will help prevent replicating the inequities seen in the privately-funded program and reduce HPV-related diseases, particularly cervical cancer.