Background:

Sexual health concerns following prostate cancer treatment are common yet often insufficiently addressed in clinical practice, particularly among men who have sex with men. These individuals may face additional barriers stemming from heteronormative assumptions, limited disclosure, and a lack of culturally tailored information. As generative artificial intelligence (GenAI) chatbots become increasingly accessible, patients are using these systems to seek sensitive health information outside traditional care settings. While prior research has focused on the accuracy and safety of chatbot-generated health advice, less attention has been paid to how responses are framed and experienced in sexual minority contexts.

Objective:

This study aimed to describe and compare how 4 GenAI chatbots respond to questions about sexual healthfollowing prostate cancer treatment, with a focus on the needs of a gay man, and to interpret these responses using netnographic and actor-network theory perspectives.

Methods:

A qualitative exploratory study using auto-netnography was conducted. In February–March 2025, the first author interacted once with 4 widely used GenAI chatbots—ChatGPT (GPT-4o; Open AI), Claude (3.5 Sonnet; Anthropic), Copilot (GPT-4 Turbo; Microsoft), and Gemini (2.0 Flash; Google)—while assuming the role of a simulated “mock patient.” Two standardized prompts were used verbatim across all platforms: an initial prompt addressing sexual health concerns after prostate cancer treatment and a supplementary prompt focusing on sexual minority–specific issues, including same-sex practices. Chatbot outputs were treated as system-generated data and analyzed qualitatively, integrating system-generated text with reflexive experiential engagement and attention to interactional framing, emotional attunement, specificity, and performative features. The analysis did not assess clinical effectiveness, safety, or generalizability.

Results:

Across platforms, chatbot responses addressed treatment-related sexual health concerns using generally inclusive language, with variation in emotional tone, specificity, and cultural sensitivity. Interactional features included the scope and framing of clinical information, encouragement of dialogue, self-care advice, and explicit discussion of same-sex sexual practices. No obvious fabricated claims were identified; however, contextual inaccuracies were observed. Responses were mapped along 2 intersecting continua—logical-to-empathetic orientation and general-to-specific framing—yielding 4 interactional styles: structured overview, rational clarity, compassionate perspective, and compassionate precision. This 4-quadrant framework served as an interpretive heuristic and does not constitute an evaluation of quality or effectiveness.

Conclusions:

The findings indicate that contemporary GenAI chatbots, when used as digital adjuncts, may enact communication styles that can be perceived as supportive, culturally sensitive, and LGBTQI+ (lesbian, gay, bisexual, transgender, queer, and intersex) -inclusive in specific sexual health interactions. Although these systems lack ethical consciousness and cannot replace professional care, their performative responses may complement clinical practice by facilitating reflection and access to sensitive information. The study highlights how care-like meanings may emerge through sociomaterial interactions between users and artificial intelligence systems rather than demonstrating generalized performance or clinical reliability.

Aim

To describe how persons with diabetes experience learning about self-care, with a particular focus on foot self-care.

Methods

Narrative, semi-structured interviews were conducted with persons diagnosed with Type 1 or Type 2 diabetes. Participants were recruited through an advertisement in a diabetes association magazine and through convenience and snowball sampling. Eleven participants aged 53–87 were interviewed between December 2024 and April 2025. Interviews were audio-recorded, transcribed verbatim and analysed using a phenomenological hermeneutic approach.

Results

Learning about foot self-care emerged as a gradual, lived process shaped by bodily experiences, social relationships and access to support. Three themes were identified: the social landscape of self-care, the being of the feet and taking knowledge into your own hands. Learning was influenced by encounters with healthcare professionals, informal support from relatives and personal experiences over time. Bodily symptoms acted as driving forces for learning and self-care actions. Understanding why self-care mattered was essential for motivation, while seeking and evaluating knowledge became a strategy for control and participation in care

Conclusion

Learning about foot self-care among persons with diabetes is an embodied, relational and ongoing process. That develops through interaction among lived bodily experiences, social support and personal responsibility rather than through information alone.Implications for the Profession and/or Patient CareHealthcare professionals must integrate persons' experience-based knowledge and support dialogue, reflection and shared learning to strengthen foot self-care practices.ImpactThe study addressed the limited understanding of how persons with diabetes learn foot self-care. The results showed that learning is shaped by lived experience, relationships and meaning-making. The findings are relevant for persons with diabetes and healthcare professionals involved in diabetes care.

Bokinfo: 

Med utgångspunkt i en tydlig vetenskaplig grund har denna tredje utgåva reviderats och uppdaterats av forskare från olika professioner. Detta ger läsaren ett brett perspektiv på kunskapsutvecklingen inom palliativ vård utifrån ett teambaserat förhållningssätt. Målet är att tillsammans i team lindra lidande och skapa bästa möjliga livskvalitet för både patienter och närstående. Flera helt nya kapitel har tillkommit i den här upplagan och några kapitel har reviderats av helt nya författare vilket kompletterar detta redan gedigna verk. Exempel på nya teman är: folkhälsoperspektiv på livets slut, dödshjälp, det praktiska omhändertagandet av den döda, ledarskap, palliativ vård vid ALS, samtal om existentiella frågor och stöd till barnfamiljer i palliativ vård. Eftersom den palliativa vården är teambaserad är boken inte bara relevant för blivande och yrkesverksamma sjuksköterskor utan även läkare, kuratorer, fysioterapeuter, präster och andra andliga företrädare.

Background:

Photographs depicting suffering in humanitarian contexts are important to communicate the extent of crises and to document atrocities. Such images of “distant suffering” may also be exploitative and dehumanize those pictured. Despite these aspects, what is perceived as “suffering” in an image remains undefined. This study uses a humanitarian lens to explore how suffering is perceived in images.

Method:

Through a photo-elicitation approach, 24 images of suffering were chosen by curators from a humanitarian archive. Seventeen professionals were purposively recruited from humanitarian organizations or refugee health research. Participants submitted up to four images of suffering from the curated images or other sources, with narratives describing why they chose the image and why it conveyed suffering. Twenty-seven photo-narratives were submitted. Descriptive visual analysis of images and thematic analysis of narratives were conducted.

Results:

Fourteen photographs were from the curated images and two from other sources. Images varied in hues and settings. All featured one or more persons, and many with emotional expressions. Perceived suffering was described in themes of decoded emotions and their facial or bodily expressions, a nexus of uncertainty and vulnerability, and through relatability or resonance. Descriptions included emotions like sadness and grief, lack of safety or options, and how participants perceived they would experience a situation.

Conclusions:

Perceived suffering was conveyed in situations of vulnerability or uncertainty, relatability or resonance, and expressions of perceived emotions. These findings may foster understanding of forms of distant suffering in people’s lives and how this form of suffering takes expression.

This discussion paper highlights the necessity of norm-critical and norm-creative approaches in nursing education to address healthcare inequalities. Traditional curricula have inadequately engaged with intersectional perspectives, marginalizing various social groups. By integrating norm-conscious pedagogy, nursing students can critically analyze power structures and develop inclusive healthcare solutions. The “Breaking Fences” project introduces innovative tools, such as the norm-lab+, to foster reflexivity and challenge discriminatory norms. Emphasizing social justice, sustainability and self-awareness, this approach equips future nurses to recognize and counter biases, ultimately promoting equitable healthcare practices. Implementing norm-conscious education is crucial for advancing inclusivity and social responsibility in nursing. 

Background

Underrepresentation of vulnerable populations, such as asylum seekers and refugees, remains a persistent challenge in health research, often due to barriers such as limited access, mistrust, and logistical constraints. The study explored researchers’ experiences of using community-based research navigators to facilitate participation among asylum seekers and refugees in a research project conducted in Sweden.

Methods

A descriptive qualitative design was employed, involving eight in-depth interviews with four researchers before and after implementing the community-based research navigator programme. The community-based research navigator programme recruited volunteers from the target population, including Syrian, Eritrean, and Somalian refugees and asylum seekers to support participation in the research project, in Sweden. Data were analysed using reflexive thematic analysis guided by Braun and Clarke’s six-phase framework.

Results

The researchers experienced the community-based research navigators as a ‘critical enabler of participant recruitment and recognition’, while expressed ‘complexities of intergroup relationships and logistics’ which are the two main themes of the results. Navigators’ meaningful engagement and recognition and community-based language concordance as a trust builder are the two subthemes of critical enabler of participant recruitment. Complexities of intergroup relationships and logistics is manifested in three subthemes of power dynamics, communication and relational challenges and logistic challenges.

Conclusion

The community-based research navigator programme showed to be a valuable yet complex strategy for facilitating research participation among asylum seekers and refugees, according to the participating researchers. It also may involve ethical and logistical challenges that require careful planning and sensitive implementation. Tailored training, culture-sensitive approaches, and recognition of intergroup dynamics are essential for enhancing the similar programme’s effectiveness. This approach holds promise for improving inclusivity and equity in health research involving hard-to-reach populations, such as asylum-seekers and refugees

The world is facing the highest number of people to have been forced from their homes due to war and conflict. Providing a framework for integrated action is a common societal solution to managing the challenges of integration policy programmes. These programmes are intended to standardise services provided by a diverse set of agencies and areas, and are usually delivered by civil servants and volunteers.

The aim of this study was to describe factors, as reported by civil servants and volunteers in a policy programme, that enable or hinder them in helping newly arrived immigrants to establish themselves in Swedish society. The results show that the participants have the prerequisites to enable newly arrived immigrants to make their own choices, strengthen their own motivation and develop their own social networks within their new situation. However, the participants were hindered from influencing the newly arrived immigrants’ housing situation. No consensus was achieved regarding more structural prerequisites such as societal efforts to counteract segregation, or more general community-based welfare solutions. The results support the view that there is a need for a more tailored approach with consideration for each person’s unique living situation.

Detta är den fjärde omarbetade upplagan av trilogin Omvårdnadens grunder. En ny redaktion har tillsatts och samtliga kapitel har reviderats och uppdaterats. Över 100 aktiva forskare och undervisare har bidragit som kapitelförfattare. Ett av de viktigaste syftena med Omvårdnadens grunder är att visa på bredden och variationen i de kunskaper som en blivande sjuksköterska behöver ha. Den läsare som tar del av samtliga kapitel i alla tre böckerna får en unik överblick över omvårdnadsämnet och en solid grund att utgå från i det livslånga lärandet. Ytterligare ett syfte med verket är att tillvarata den omvårdnads- och vårdvetenskapliga forskning som finns i landet och synliggöra den i förhållande till utbildning och praktik. Omvårdnadens grunder är i dag det mest rekommenderade verket för sjuksköterskeprogrammet. Böckerna används vid, i stort sett, samtliga lärosäten som utbildar sjuksköterskor. Att bli sjuksköterska innebär mer än att lära sig tekniska färdigheter – det handlar om att förstå människors behov, att kommunicera med empati och att agera med både kunskap och omdöme i varje möte. Verket ger en heltäckande introduktion till grundläggande omvårdnad och vägleder studenten genom såväl teoretiska modeller som praktiska färdigheter. Omvårdnadens grunder är skriven för sjuksköterskestudenter vid universitet och hög-skolor. Verket är skrivet som kurslitteratur för att följa studenten under utbildningens alla tre år. Böckerna läses utan inbördes ordning. Omvårdnadens grunder består av tre publikationer: Ansvar och utveckling, Perspektiv och förhållningssätt samt Hälsa och ohälsa.

[Bokinfo] 

Aim

To explore learning methods for nurses caring for patients with diabetes, focusing on foot care.

Background

Effective foot care is essential to prevent complications in patients with diabetes. While nurses play a key role in this care, many lack adequate knowledge and skills. Continuous professional development and targeted learning interventions are crucial for improving nurses’ knowledge.

Design

A rapid review was conducted to synthesize existing evidence on learning interventions for nurses in foot care for patients with diabetes.MethodThe literature search was performed in PubMed, CINAHL, MEDLINE and Academic Search Premier, which were selected for their broad coverage of nursing and medical research. The review followed Dobbins’ five-step model, which involves defining a practice question, systematically searching for evidence, critically appraising sources, synthesizing evidence and assessing applicability and transferability. Additionally, the PRISMA 2020 checklist was followed.

Results

Eight studies were included, highlighting learning to improve and contain knowledge through various learning interventions such as e-learning, workshops, problem-based learning and multidisciplinary consultations. The findings indicate that interactive and practical learning methods improve nurses’ knowledge and skills in foot care for patients with diabetes.

Conclusions

Practical and interactive learning methods are crucial for enhancing nurses’ knowledge in foot care for patients with diabetes. Continuous education and reflection are essential for long-term improvements in clinical practice. Future research should focus on the learning process itself to better understand how nurses internalize and apply new knowledge. Emphasizing theoretical and practical aspects of education can lead to more effective and sustainable learning outcomes.