UNASSIGNED: The coronavirus (COVID-19) pandemic presented unprecedented challenges to healthcare systems worldwide, with intensive care unit (ICU) nurses at the forefront of patient care. To date, there is limited evidence into ICU nurses\'experiences of the pandemic in Kuwait.
UNASSIGNED: To elucidate the challenges faced by ICU nurses in Kuwait during the pandemic, by considering two research questions: \"What contributed to intensified pressure for the ICU nurses?\" and \"How were the nurses affected?\".
UNASSIGNED: This was a qualitative study which utilised semi-structured interviews. Interviews were conducted between January 2021 and June 2022 with ICU nurses who worked during the COVID-19 pandemic. The data were analysed using Charmaz\'s grounded theory methodology.
UNASSIGNED: 25 nurses from three ICUs in Kuwait.
UNASSIGNED: The study was approved by the University Ethics Committee and by the Ministry of Health in Kuwait.
UNASSIGNED: The analysis identified two themes (the factors contributing to intensified pressure in the ICU, and the impact on the nurses) and seven sub-themes. The pressure in the ICU intensified due to the rise in the number of patients, staff shortages, and the requirement to adhere to unrealistic new procedures for infection control. Restricted and cancelled leave, as well as impaired autonomy at work, impeded the nurses\' ability to recover from stress. The heightened stress also contributed to a worsening in interpersonal relationships between the nurses and their colleagues. The nurses\' care was compromised by these challenges, leading to moral distress and a range of mental health symptoms (e.g., stress, anxiety, emotional exhaustion).
UNASSIGNED: The study accords with other research conducted during the pandemic in revealing a significant mental health toll among healthcare workers during the pandemic. The stressors were similar to those which have been reported in other studies, although there were also context-specific effects relating to the environment of the ICU and the Kuwaiti context.

Electric power generation safety incidents can lead to severe consequences, including casualties and widespread power outages. Previous research has mainly focused on the mechanisms and causal relationships of accidents. However, these incidents result from multiple factors working together, lacking systematic analysis. This study examines 161 electric power generation safety incidents from 2015 to 2022, utilizing Grounded Theory for coding to construct a causal model. The derived model is used as a conditional variable for fuzzy set qualitative comparative analysis (fsQCA), with accident severity as the outcome variable. Forty-five cases are selected for assigning values, and R language and fsQCA software are integrated for univariate necessary condition analysis, followed by configurational analysis. Results show the Grounded Theory-derived causal model includes six factors: human unsafe behavior, equipment factors, enterprise safety management, on-site safety management, safety qualifications of personnel, and environmental factors. Necessary condition analysis indicates incidents result from multiple conditions. Configurational analysis identifies seven paths condensed into three types: management deficiency, low safety qualifications, and unsafe behavior. Recommendations are proposed for each type, discussing intrinsic connections between variables based on conditional variables in configurational paths. The aim is to reduce electric power generation safety incidents, ensure personnel safety, and guarantee continuous electricity supply.

Scientific data sharing (SDS) has become essential for scientific progress, technological innovation and socioeconomic development. Identifying the key influencing factors of SDS can effectively promote SDS programmes and give full play to the critical role of scientific data. This study used grounded theory and information ecology theory to construct an SDS influencing factor model that encompassed five dimensions and 28 influencing factors and followed the fuzzy decision-making trial and evaluation laboratory (fuzzy-DEMATEL) approach to measure and analyse the degree of influence of each influencing factor and identify the key factors. The results show that (1) there are interactions and mutual interactions between the various influencing factors of SDS, which can form a complex network system. (2) 16 influencing factors, such as data-sharing policies, data-sharing regulations and data-sharing standards, comprise the key influencing factors in SDS. (3) The optimisation path of SDS is \'Scientific Researchers\' → \'Scientific Data\' → \'Policy Environment\' → \'Research Organisations → \'Information Technologies\'. In this regard, we proposed the following management suggestions to promote the development of SDS programmes in China: focusing on researchers\' subjective willingness to share, enhancing the integrated governance of scientific data, fulfilling the role of policy support and guidance, strengthening the support of research organisations and improving SDS platforms with information technology.

The shared loss of a child can present challenges to couple relationships as both partners attempt to cope with their own grief and their partner\'s grief. In this longitudinal qualitative study, five bereaved parent couples participated in 13 total interviews, revealing coregulatory interactions surrounding their shared loss. Using thematic coding and grounded theory analysis, their reflections were organized into three interrelated process themes: regulating self, regulating other, and forming our grief rhythm. This article explores the complexity of the last theme \"forming our grief rhythm\" in-depth, and a new theoretical orientation, the relational window of tolerance, is introduced to examine how couples coregulate both fragile and stable states within their shared grief. The reflections of bereaved parents indicated that prolonged \"dual fragile states\" and prolonged \"imbalanced states\" may hinder relationship quality. In order to regain relationship stability, couples learned to trade off supporting one another and/or to resonate with one another in their shared pain. Implications for future research and clinical practice are discussed, focusing especially on how to integrate individual and relational needs into grief therapy frameworks.

This is a qualitative study that explores the perspectives and experiences of a group of Mexican women who experienced institutionalized childbirth care in the first and second waves of the COVID-19 pandemic. Through a semi-structured script, nine women who experienced childbirth care were interviewed between March and October 2020 in public and private hospitals in the city of San Luis Potosí, Mexico. Under the Grounded Theory analysis proposal, it was identified that the health strategies implemented during the pandemic brought with them a setback in the guarantee of humanized childbirth. Women described themselves as distrustful of the protocols that personnel followed to attend to their births in public sector hospitals and very confident in those implemented in the private sector. The intervention of cesarean sections without a clear justification emerged as a constant, as did early dyad separation. Healthcare personnel\'s and institutions\' willingness and conviction to guarantee, protect and defend the right of women to experience childbirth free of violence remain fragile. Resistance persists to rethink childbirth care from a non-biomedicalizing paradigm.
Estudio de tipo cualitativo que explora las perspectivas y experiencias de un grupo de mujeres mexicanas que vivieron la atención institucionalizada del parto en la primera y segunda ola de la pandemia por COVID-19. A través de un guión semiestructurado se entrevistó a nueve mujeres que vivieron la experiencia de la atención del parto entre marzo y octubre de 2020, en hospitales públicos y privados de la ciudad de San Luis Potosí, en México. Bajo la propuesta de análisis de la teoría fundamentada, se identificó que las estrategias sanitarias implementadas en el marco de la pandemia, trajeron consigo un retroceso en la garantía del parto humanizado, las mujeres se narraron desconfiadas en los protocolos que siguió el personal para la atención de sus partos en los hospitales del sector público y muy confiadas en los que se implementaron en el sector privado. La realización de cesáreas sin una justificación clara emergió como una constante, igual que la separación temprana de los binomios. Continúa frágil la disposición y el convencimiento del personal sanitario y las instituciones para garantizar, proteger y defender el derecho de las mujeres a vivir el parto libre de violencia. Persisten resistencias para repensar la atención del parto desde un paradigma no biomédicalizante.

Qualitative research is a relatively new approach for conducting studies in health disciplines. The value of this research approach is to explore peoples\' experiences and gain a deeper understanding of the meaning of their experiences. Qualitative inquiries answer research questions about what, why and how by implementing various research designs such as qualitative descriptive, qualitative case study, ethnological, phenomenology, or grounded theory designs. Purposive and snowball sampling methods are commonly used to recruit participants followed by personal interviews or focus group discussions to collect data. Data analysis requires several coding procedures performed by the researcher or an alternative is using a coding software program. Preparing a manuscript for dissemination of the results can be challenging, although achievable.

UNASSIGNED: The transition from residency training into practice is associated with increasing risks of litigation, burnout, and stress. Yet, we know very little about how best to prepare graduates for the full scope of independent practice, beyond ensuring clinical competence. Thus, we explored the transition to independent practice (TTP) experiences of recent Obstetrics and Gynaecology graduates to understand potential gaps in their perceived readiness for practice.
UNASSIGNED: Using constructivist grounded theory, we conducted semi-structured interviews with 20 Obstetricians/Gynaecologists who graduated from nine Canadian residency programs within the last five years. Iterative data collection and analysis led to the development of key themes.
UNASSIGNED: Five key themes encompassed different practice gaps experienced by participants throughout their transition. These practice gaps fit into five competency domains: providing clinical care, such as managing unfamiliar low-risk ambulatory presentations; navigating logistics, such as triaging referrals; managing administration, such as hiring or firing support staff; reclaiming personhood, such as boundary-setting between work and home; and bearing ultimate responsibility, such as navigating patient complaints. Mitigating factors were found to widen or narrow the extent to which new graduates experienced a practice gap. There was a shared sense among participants that some practice gaps were impossible to resolve during training.
UNASSIGNED: Existing practice gaps are multi-dimensional and perhaps not realistically addressed during residency. Instead, TTP mentorship and training opportunities must extend beyond residency to ensure that new graduates are equipped for the full breadth of independent practice.
UNASSIGNED: Le passage de la résidence à la pratique est associé à des risques croissants de litiges, d\'épuisement professionnel et de stress. Pourtant, nous savons très peu de choses sur la meilleure façon de préparer les diplômés à l\'ensemble du champ d’application d’une pratique indépendante, au-delà de veiller à la compétence clinique. Nous avons donc exploré les expériences de transition vers la pratique indépendante de récents diplômés en obstétrique et gynécologie afin de comprendre les lacunes potentielles dans leur perception de leur préparation à la pratique.
UNASSIGNED: En utilisant la théorie constructiviste ancrée, nous avons mené des entrevues semi-structurées avec 20 obstétriciens et gynécologues diplômés de neuf programmes de résidence canadiens au cours des cinq dernières années. La collecte et l\'analyse itératives des données ont permis de dégager des thèmes clés.
UNASSIGNED: Cinq thèmes clés englobaient différentes lacunes dans la pratique rencontrées par les participants tout au long de leur transition. Ces lacunes s\'inscrivent dans cinq domaines de compétences : la prestation de soins cliniques, comme la gestion de modes de présentation ambulatoires peu familiers et à faible risque; la gestion de la logistique, comme le triage des demandes de consultation; la gestion de l\'administration, comme l\'embauche ou le licenciement du personnel de soutien; la récupération de l\'identité personnelle, comme l\'établissement de limites entre le travail et la maison; ainsi que le fait d’assumer la responsabilité ultime, comme la gestion des plaintes des patients. On a constaté que certains facteurs accroissaient ou réduisaient la la perception des nouveaux diplômés d’une lacune dans leur pratique. Les participants étaient tous d\'avis qu\'il était impossible de combler certaines lacunes dans la pratique au cours de la formation.
UNASSIGNED: Les lacunes existantes dans la pratique sont multidimensionnelles et ne peuvent peut-être pas être comblées de manière réaliste pendant la résidence. Les possibilités de mentorat et de formation en ce qui a trait à la transition vers la pratique doivent plutôt s\'étendre au-delà de la résidence afin de veiller à ce que les nouveaux diplômés soient préparés à tous les aspects d’une pratique indépendante.

BACKGROUND: The existence of various ethical challenges, the inability to resolve ethical conflicts, and, as a result, the low quality of care and the occurrence of dissatisfaction in patients and nurses have been discussed for years. By creating new ethical challenges, the Covid-19pandemic has played an important role in making the process of care for these patients more difficult and complicated. This study was conducted with the aim of designing a prescriptive model to help provide ethical-care and resolve ethical conflicts during the Covid-19pandemic.
METHODS: In this two-stage qualitative study, a grounded theory research method was used in the first stage, and data were collected through semi-structured interviews. Sampling started purposefully and continued theoretically. In the second step, the appropriate model was designed using the three-step method proposed by Walker and Avant.
RESULTS: The core concept was \"behavior based on faith in God\", based on which the grounded theory of \"faithful nursing\" and then \"model of solving ethical challenges with nursing based on faith in God\" were presented. The strategies of the model in three parts are strengthening the beliefs of nurse, strengthening environmental facilitators to help nurse, and strengthening situational analysis in duty diagnosis in nurse were presented.
CONCLUSIONS: According to this model, nurses\' beliefs play a key role, and the strengthening of environmental factors play a secondary role in ethical-care.

The emergence of ChatGPT has significantly impacted the field of education. While much of the existing research has predominantly examined the theoretical implications of ChatGPT, there is a notable absence of empirical studies substantiating these claims. As pivotal stakeholders in education and primary users of ChatGPT, exploring the willingness and influencing factors of higher education students to use ChatGPT can offer valuable insights into the real-world needs of student users. This, in turn, can serve as a foundation for empowering education with intelligent technologies in the future. This study focuses specifically on the demographic of students in Chinese higher education who have utilized ChatGPT. Using semi-structured interviews and grounded theory methodology, we aim to comprehensively understand the extent to which students embrace new technologies. Our objective is to elucidate the behavioral inclinations and influencing factors of student users. The findings of this study will contribute practical insights for refining policy frameworks, expanding the dissemination of quality resources, optimizing and upgrading products for an enhanced user experience, and fostering higher-order thinking skills to adeptly navigate evolving technological landscapes. In conclusion, this research endeavors to bridge the gap between theoretical discussions and practical applications.

BACKGROUND: Nurses play a crucial role in caring for families of ill individuals in care, requiring high-quality relational and communication skills to care for them. Yet these skills remain underutilized, leading to reported issues of inadequate inclusion and communication. Education is crucial to enhance nurses\' competencies in caring for families and informal caregivers.
OBJECTIVE: To explore the learning process of undergraduate nursing students to care for families and informal caregivers.
METHODS: Qualitative study with a grounded theory approach.
METHODS: Bachelor\'s degree in nursing from two off-sites of a university and four local health units collaborating with the university in North Italy.
METHODS: 15 undergraduate nursing students, 10 nurse preceptors, and 10 nurse clinical teachers.
METHODS: We adopted initial and theoretical sampling and conducted semi-structured interviews from December 2023 to January 2024, lasting 16 to 62 min. The interviews were audio-recorded, transcribed verbatim, and analysed through open, selective, and theoretical coding.
RESULTS: We developed a theory of learning for undergraduate nursing students in caring for families and informal caregivers, comprising two themes, \"Learning areas\" and \"Learning antecedents,\" and nine categories. Learning areas involve five stages of learning to care for families and informal caregivers and the most frequent opportunities to interact with families and informal caregivers. The five stages are \"Seeing and considering families and informal caregivers\", \"Assessing the families\' and informal caregivers\' needs and resources\", \"Preparing for and planning intervention with families and informal caregivers\", \"Acting with families and informal caregivers\", \"Reflecting on the intervention with families and informal caregivers\". Learning antecedents encompass student characteristics, interpersonal relationships, and the clinical training setting.
CONCLUSIONS: In this study, we delineate a five-stage learning process for undergraduate nursing students to care for families and informal caregivers, influenced by individual, interpersonal, and contextual factors. We emphasised the importance of relational skill development, tailored learning experiences, and supportive mentorship in enhancing students\' preparedness to engage with and support families in healthcare settings. The developed theory provides a foundational framework for designing educational interventions to optimise nursing students\' capacities in this domain.