OBJECTIVE: To describe the variations of family members\' conceptions of their supportive care needs (SCN) across the colorectal cancer (CRC) trajectory.
METHODS: A descriptive qualitative study with a phenomenographic approach.
METHODS: Individual semi-structured interviews were conducted from May 2022 to October 2022 with 23 family members of persons diagnosed with colorectal cancer. The interviews were analysed using phenomenographic analysis following the Consolidated criteria for reporting qualitative research (COREQ) checklist.
RESULTS: The phenomenographic analysis resulted in five categories. Not of importance describes family members\' needs as unimportant due to the good prognosis and the organization of care and in relation to the needs of others. Only satisfiable by professionals describes information possessed by the healthcare professionals as key, as well as the need for professional counselling for the family members to process their emotions. Managed by themselves describes family members preferring to manage their SCN themselves by turning to the appropriate social support and/or by using coping skills. Understood retrospectively describes SCN as only understandable when things have calmed down and as requiring one\'s own experience to understand. Left unmet describes SCN as unnoticed by the healthcare professionals or not brought to light by the family members, or family members not knowing where to turn for support.
CONCLUSIONS: Supportive care should involve individualized information, proactive and repeated assessments of needs across the trajectory, as well as encouragement of family members to reflect on their needs and to accept support when needed.
CONCLUSIONS: There is a gap in the literature regarding family members\' SCN across the CRC trajectory which this study addresses. Findings show five categories of family members\' conceptions of their SCN. Those findings could serve as a basis for the development of clinical colorectal supportive care across the cancer trajectory.
UNASSIGNED: Findings show that to offer family members of persons diagnosed with colorectal cancer support only at the time of diagnosis is insufficient. Instead, the healthcare team is recommended to proactively and repeatedly try to identify those in need and the characteristics of their needs. In addition, it is important to offer individualized information and strive to encourage family members to reflect on their situation and to not suppress their own needs if emerging.
UNASSIGNED: Reporting adheres to the consolidated criteria for reporting qualitative research (COREQ) checklist.
UNASSIGNED: No patient or public contribution.

This study examined variation in medical practitioners\' practice-based conceptions of what it means to be a doctor, based on interviews with 30 clinicians who were also medical educators. Participants included general practitioners, surgeons and physicians (non-surgical specialists). Participants were asked to draw a concept map of \'being a doctor\', followed by semi-structured interviews using a phenomenographic research design. Three conceptions were identified, varyingly focused on (1) treating patients\' medical problems; (2) maximising patients\' well-being; and (3) maximising community health. Each conception was distinguished by variation in awareness of six underlying dimensions of being a doctor: (1) doctors\' actions; (2) treatment success; (3) patients\' actions; (4) patients\' well-being; (5) community needs; and (6) social justice. Whilst all participants included dimensions 1 and 2 in their described practice, numerous participants did not include dimensions 3 and 4, i.e. did not take the patients\' role and the impact of patients\' psychosocial context into account in their practice. This is concerning, especially amongst medical educators, given the widely acknowledged importance of patient-centred care in medical practice. Similarly, only some of the participants considered community health needs and felt a broader social responsibility beyond their responsibility to individual patients. These findings highlight aspects of the medical profession that need to be further emphasised in medical training and continuing professional development.

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.

UNASSIGNED: A prerequisite for successful rehabilitation is that the rehabilitees are in central role of the rehabilitation process. However, the rehabilitees and rehabilitation professionals may both lack knowledge and understanding of how to implement rehabilitee-centered participation in practice. This study aimed to explore the qualitatively different ways of understanding rehabilitee participation as conceptualized by the rehabilitees.
UNASSIGNED: We generated data from individual interviews with 20 rehabilitees after a six-month rehabilitation process. These interviews were analyzed based on phenomenographic methodology.
UNASSIGNED: We identified three understandings of rehabilitee participation as conceptualized by the participants: 1) Dependent participation; 2) Progressive participation; and 3) Committed participation. These categories varied according to four themes: 1) Rehabilitation process; 2) Rehabilitation in everyday life; 3) Interaction in rehabilitation; and 4) Rehabilitation support network. We also identified critical aspects highlighting differences between the qualitatively distinct categories.
UNASSIGNED: This study generated new insights into understanding the phenomenon of rehabilitee participation, as conceptualized by rehabilitees themselves. The findings in terms of three descriptive categories and critical aspects between the categories, reflect the ascending and shifting complexity from dependent to progressive and committed participation. These findings as such can be utilized in the design, development, and implementation of rehabilitee participation and rehabilitee-centered practice.

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.

The paper studies seasonality of conceptions among five distinct population subgroups of mainland Greece for the period 1951-2002. The populations explored include those residing in Metsovo, Dion, Organi, Kehros, as well as a \"General\" Sample consisting of persons located in various areas of continental Greece. The populations under investigation present diverse characteristics regarding religion, cultural background, socio-economic status etc. Records of births were derived from the Vital Registration System of the respective municipalities and communities of the populations under research were constructed. The date of child conception was estimated as the recorded date of birth minus 260 days.The analysis focuses, among others, on the construction of seasonal indices, applying a variant ratio to moving averages method which reveal, in relative terms, the seasonality of the phenomenon. Subsequently, these ratios are considered as the dependent variable in regression models while months, expressed in terms of dummy variables, are introduced as predictors. Four main sub-periods are considered; 1951-64, 1965-80, 1981-92 and 1992-2002. The findings show that the extent of seasonality differs between periods as well as between the five population subgroups though the phenomenon becomes less prominent over time in all cases. There is a tendency of an increased number of conceptions among mountainous populations during summer, irrespective of religion or socio-economic status, possibly partly due to environmental factors (i.e. seasonal workload, domestic organisation of extended families, etc). Nevertheless, the mountainous populations differ regarding the intensity and duration of this phenomenon. By contrast, in Dion, a lowland Christian Orthodox population, conceptions increase after Easter and remain elevated until June.

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.