We propose that phenomenography is well-suited to research about nursing, given its focus on identifying variation in individuals\' experiences, and inclusion of diverse voices and perspectives. Phenomenography explores qualitatively different ways in which a group of people experience a phenomenon, often using semi-structured interviews. The use of phenomenography is especially relevant in research about nursing which provides accounts of the experiences of nurses and patients within complex practice settings. We consider the tenets of phenomenography and examine phenomenography\'s relationship to and differences from phenomenology. We review literature published about phenomenographic research in nursing and reflect on the potential benefits of phenomenographic research about nursing. This paper adds to knowledge about use of phenomenography in research about nursing.

Although the implementation of person-centred care (PCC) has gained momentum in healthcare systems, it is not always obvious why it is an important objective in clinical settings and educational institutions that train future healthcare professionals. Various conceptions about PCC have flourished, such as that it only works in certain healthcare contexts, it is the same as the patient making all their own healthcare decisions, it is too demanding for most patients, the word \'patient\' may no longer be used, the care provided is already person-centred, and that there is simply not enough time and resources to achieve it. This viewpoint paper aims to problematize these conceptions and may be used for didactical and reflective exercises that support the transition towards more person-centred healthcare. PATIENT OR PUBLIC CONTRIBUTION: The Person Council for patients and carers at the University of Gothenburg provided focus group input on and validated the occurrence of the conceptions discussed in the present paper. The person council consists of a group of persons with many years of personal experiences of health care, either as patients and/or relatives/carers. One member of the person council who is also a designer and artist created the illustration for the article.

The research shows that a very important part of initial teacher education is to reformulate the beliefs that student teachers bring with them from their school experience. These beliefs, which are intuitive in nature, deal with different educational topics and one area that is currently of great importance, due to the emotional turn that the educational system is experiencing, are the beliefs that student teachers hold about the role of emotions in educational processes. In a world full of views that portray emotions as discrete states that are separate from cognitive processes, it is a priority for initial teacher development to train future teachers to hold conceptions that consider the deep emotional-cognitive integration that exists in the human brain. At the same time, this process requires teacher educators (hereafter referred to as TEs) who hold conceptions on this topic that are aligned with the most current scientific knowledge on the subject. However, we do not know how the conceptions that TEs maintain on this topic are, since, until now, research on conceptions has focused on other types of educational topics. Considering the foregoing, this study aimed to evaluate the conceptions that TEs have on this topic, using a questionnaire of dilemmas that was applied to 68 TEs from different universities. The results obtained show that the TEs maintain perspectives on the role of emotions in the teaching and learning processes that oscillate between dualism and emotional-cognitive integration. In addition, it was found that TEs\' perspectives tend to be more integrative when considering attitudinal learning than when considering verbal learning. Finally, the study shows that maintaining integrative perspectives is more difficult when educational situations involve emotions of positive valence that may constitute an obstacle for teaching and learning. The results are discussed, and a series of reflections are elaborated in order to analyze to what extent the beliefs held by TEs are adequate as a cognitive basis for reformulating the conceptions held by student teachers on this issue.

In pursuing assessment excellence, clinician-educators who design and implement assessment are pivotal. The influence of their assessment practice in university-run licensure exams on student learning has direct implications for future patient care. While teaching practice has been shown to parallel conceptions of teaching, we know too little about conceptions of assessment in medical education to know if this is the case for assessment practice and conceptions of assessment. To explore clinician-educators\' conceptions of assessment, a phenomenographic study was undertaken. Phenomenography explores conceptions, the qualitatively different ways of understanding a phenomenon. Data analysis identifies a range of hierarchically inclusive categories of understanding, from simple to more complex, and the dimensions that distinguish each category or conception. Thirty-one clerkship convenors in three diverse Southern settings were interviewed in three cycles of iterative data collection and analysis. Four conceptions of assessment were identified: passive operator, awakening enquirer, active owner and scholarly assessor. Six dimensions were elucidated to describe and distinguish each conception: purpose of assessment; temporal perspective; role and responsibility; accountability; reflexivity and emotional valence. Additionally, three characteristics that appeared to track the progressive nature of the conceptions were identified: professional identity, assessment literacy and self-efficacy. These conceptions encompass and extend previously described conceptions across different educational levels, disciplines and contexts, suggesting applicability to other settings. There is some evidence of a relationship between conceptions and practice, suggesting, together with the hierarchical nature of these conceptions, that targeting conceptions during faculty development may be an effective approach to enhance assessment practice.

The paper provides a comprehensive conceptual model or framework for the identification and programming of gifted education in Lebanon. The model is evidence-based on the critical review of the literature on gifted education over the past two decades. The model discussed topics related to teacher conceptions, identification, preparation, and practices for the gifted in Lebanon. The development of a culturally appropriate conceptual model of gifted education is locally focused on Lebanese teachers\' needs to identify and serve gifted Lebanese and gifted refugee learners. This framework provides a means for educational leaders in Lebanon to consider policy reforms that will benefit not only gifted learners but also gifted refugee learners in different educational settings.

This study explored the unique integration of mathematics tutors in teaching high school mathematics in a Virtual mathematics school (VMS). The tutors were three excelling STEM students who did not have any formal preparation for teaching before their work in the VMS. The goal of the study presented in this paper was to design a model of proficiency for these tutors. The model was designed using multiple case study methodology by tracking the learning through teaching of the tutors. Activity theory (Leontiev, 1978) framed the design of the study and led to a \"goal-action\" model of the tutors\' proficiency in the VMS. The goals part of the model is rooted in the construct of students\' mathematical potential (Leikin, 2021), and the action part was unraveled using the construct of a Teaching Triad (Jaworski in For the Learning of Mathematics, 12(1), 8-14, 1992). In this paper, we illustrate how our model can be used to analyze changes in the tutors\' proficiency, and how it can be applied to descriptive, explanatory, and analytical power.

This article examined Norwegian students\' associations with lunch packs and lunch breaks in primary schools, highlighting the Norwegian school meal system. Empathy-based stories were used; that is, participants were asked to write on a story about a good or a bad school lunch, either based on actual experiences or imagination. The data included stories from 181 fifth graders (105 girls and 76 boys) aged 10-11 years. Additionally, this study employed a social-constructivist approach. The analysis of the stories on the lunch packs resulted in four sub-themes: food and sensory properties of food; food norms and the violation of the norms; physical and psychological consequences of (not) eating lunch; and expressions of peer-relations and family bonds. The analysis of the stories on lunch breaks resulted in two sub-themes: social interaction and simultaneous activity, and contextual factors. In the stories the lunch pack was found to evoke both enthusiasm and discontent. Students\' associations and perceptions of the food were often related to how it looked, smelled, and tasted. Furthermore, a clear feature of the stories concerning lunch break in the classroom was that the students were concerned with the social aspects of the eating situation, such as interacting with classmates by chatting, watching television, or listening to music together. This study can contribute to a deeper understanding of children\'s experiences with a school meal system used in countries within and outside the Nordic region.

The development of competence among student nurses is important to nurse educators, nursing regulatory bodies, employers and patients. Several teaching and learning strategies support the development of competence among student nurses, but the level of competence at the point of graduation remains below expected standards. Therefore, more research is needed to find strategies that can enhance the development of competence among students. The study explored students\' conceptions of competence and the learning processes that support the development of competence in nursing practice. Gaining an understanding of learning and competence from the student\'s perspective can improve our current understanding of the development of competence. Utilising a phenomenographic approach, in-depth interviews and focus group discussions were conducted among purposively sampled groups of nursing students. The analysis of data was managed through ATLAS. ti 8.1 and followed the process of familiarisation, condensation, comparison, grouping, articulating labelling and contrasting of excerpts to generate the students\' conceptions of learning. Five categories of description emerged and showed that the development of competence involves students increasing their understanding of what competence is, hence changing their learning strategies to meet the level of competence, as they understood it. In order of hierarchy from the lowest, the categories of description were: competence is understood as task completion; competence is understood as passing assessments /satisfying facilitators; competence is understood as applying theory to practice; competence is understood as performance of nursing according to clinical standards/guidelines; and competence is understood as performance that yields positive health outcomes.

UNASSIGNED: To explore the conceptions of patients with persistent low back pain (LBP) of undergoing physiotherapy delivered in Finnish primary healthcare by physiotherapists who had participated in brief training in Cognitive Functional Therapy (CFT).
UNASSIGNED: As part of a feasibility implementation study exploring CFT in management of LBP in the Finnish primary healthcare system, we interviewed nine patients from four geographical areas in Finland after receiving care. We used a phenomenographic approach to explore the variation in their conceptions.
UNASSIGNED: The analysis revealed four descriptive categories: \"hung out to dry,\" \"stuck,\" \"making sense and taking control,\" and \"holistic approach to care and living,\" that varied based on six themes.
UNASSIGNED: Although the participants accepted this approach to care well, there was significant variation in patients\' conceptions. Restricted access to care within the healthcare system and a lack of social support led some of them to feel they had been left alone to suffer with their pain. On the other hand, based on the results of this study, positive experiences of physiotherapy and good collaboration with the physiotherapist, wider social support outside of physiotherapy, a better understanding of the multidimensional nature of pain and the acquisition of self-management skills were reported as positive aspects of undergoing physiotherapy that may be related to positive treatment outcomes.Implications for rehabilitationThe participants of this study saw undergoing physiotherapy delivered within biopsychosocial framework as different from their previous physiotherapy experiences and for some the process ended with feeling empty-handed and for others it could be a turning point in their lives.This study encourages the health care providers to create flexible care pathways and ongoing support for more vulnerable individuals so that they don\'t feel abandoned by the system.Professionals could also pay attention to building strong therapeutic alliance, help patients understand pain in biopsychosocial framework, take into consideration social support networks of the patients, and support patients toward effective self-management strategies.

UNASSIGNED: This study aimed to determine the conceptions of teaching and learning of postgraduate medical teachers.
UNASSIGNED: We invited postgraduate clinical teachers to fill out COLT (Conceptions on Learning and Teaching) questionnaire, an 18-item instrument designed to measure the conceptions of faculty in undergraduate medical education, and did a confirmatory factor analysis (CFA) to test if it was valid to be used in a postgraduate situation. Cluster analysis was done to determine different teacher profiles. We subsequently did a qualitative study among 12 clinical teachers to further explore issues related to conceptions of teaching. We used a semi-structured interview guide with vignettes summarizing five perspectives of teaching.
UNASSIGNED: Four criteria of goodness of fit indices were met, although six items had to be removed from the original COLT items. Three clusters were identified, and 51% of participants favored a transmission teaching-style perspective. For the qualitative part, three themes were identified. Majority of the teachers preferred apprenticeship and nurturing teaching-style perspective, even if they were educated through a transmission teaching-style perspective.
UNASSIGNED: Our study has shown that the COLT, although initially designed for undergraduate medical setting in the Netherlands was a valid tool in a different setting and population, with some modifications. Both the survey and the interview studies showed that the majority of the faculty chose the transmission perspective initially, but when introduced to the other perspectives, preferred apprenticeship and nurturing. The faculty readily embraced other perspectives of teaching that they believe to take into consideration the well-being of the trainees.