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Malin Jordal,1 Henrik Eriksson,2,3 Martin Salzmann-Erikson,1 Monir Mazaheri2,4 1Department of Caring Sciences, University of Gävle, Gävle, Sweden; 2Department of Health Sciences, The Swedish Red Cross University College, Huddinge, Sweden; 3Department of Health Sciences, University West, Trollhättan, Sweden; 4Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, SwedenCorrespondence: Malin JordalDepartment of Caring Sciences, University of Gävle, Gävle, SwedenTel +46 738593373Email malin.jordal@hig.seBackground: Several models for how to support students and provide them with the skills needed to write their degree projects have been proposed. However, few attempts have been made to present a general model for students’ academic work based on reasoning and communication skills rather than memorizing and mimicking their supervisors during their independent degree project.Objective: In the present paper, we propose a well-structured model that assists supervisors in promoting students’ responsibility and autonomy, while at the same time maintaining a high level of support.Presentation: We present a step-by-step protocol based on a partnership model with a contractual style that focuses on students’ academic work with their own texts through a process of alternating between abstract and concrete writing. This protocol, which is called the ESRA (Escorting the Students into Responsibility and Autonomy) model, can be utilized regardless of the content, specific aim and scope of the individual student’s degree project.Discussion and Conclusions: We argue that this model promotes high levels of engagement and assumption of responsibility among students, while also offering a feasible structure for ensuring the steps to empowerment and autonomy. Use of the ESRA model is suitable when a constructive interaction between students and supervisors is desirable as a tool to achieve the learning outcomes of the degree project. Thus, the proposed model is one step toward giving a new generation of nurses the skills and ability they need to adapt in the changing world of the 21st century and to make promoting health a core mission of their profession.Keywords: learning, nursing education, peer learning, supervision, writing

Background: Several models for how to support students and provide them with the skills needed to write their degree projects have been proposed. However, few attempts have been made to present a general model for students’ academic work based on reasoning and communication skills rather than memorizing and mimicking their supervisors during their independent degree project.Objective: In the present paper, we propose a well-structured model that assists supervisors in promoting students’ responsibility and autonomy, while at the same time maintaining a high level of support.Presentation: We present a step-by-step protocol based on a partnership model with a contractual style that focuses on students’ academic work with their own texts through a process of alternating between abstract and concrete writing. This protocol, which is called the ESRA (Escorting the Students into Responsibility and Autonomy) model, can be utilized regardless of the content, specific aim and scope of the individual student’s degree project.Discussion and Conclusions: We argue that this model promotes high levels of engagement and assumption of responsibility among students, while also offering a feasible structure for ensuring the steps to empowerment and autonomy. Use of the ESRA model is suitable when a constructive interaction between students and supervisors is desirable as a tool to achieve the learning outcomes of the degree project. Thus, the proposed model is one step toward giving a new generation of nurses the skills and ability they need to adapt in the changing world of the 21st century and to make promoting health a core mission of their profession.

Introduction: The body of evidence about synthetic cannabinoids and their harmful physiological and psychological effects is increasing due to laboratory research and clinical case reports. However, little attention in research has been paid to users’ perceived intoxication experiences. Therefore, the insider perspective is accounted in this paper. Purpose: The study aims to explore and describe anecdotal communication about “spice”, a synthetic cannabinoid, among users. Methods: A netnographic methodology was applied using data from forum discussions. Results: The findings are presented in two categories: 1th) communication sharing experience-based knowledge from intoxication and 2nd) communication sharing attitudes, norms and values. The analysis that follows posits that there is near-consensus among the posters (users who has submitted a message) that synthetic cannabinoids are associated with negative experiences and should be avoided. Conclusions: The performativity of interactivity may be pivotal in helping frightened users make sense of their experiences. Therefore, a platform for communication among Spice users has important intrinsic value.

Internet research methods in nursing science are less developed than in other sciences. We choose to present an approach to conducting nursing research on an internet-based forum. This paper presents LiLEDDA, a sixstep forum-based netnographic research method for nursing science. The steps consist of: 1. Literature review and identification of the research question(s) 2. Locating the field(s) online 3. Ethical considerations 4. Data gathering 5. Data analysis and interpretation and 6. Abstractions and trustworthiness. Traditional research approaches are limiting when studying non-normative and non-mainstream life-worlds and their cultures. We argue that it is timely to develop more up-to-date research methods and study designs applicable to nursing science that reflect social developments and human living conditions that tend to be increasingly online based.

Internationally, research on psychiatric intensive care units (PICUs) commonly reportsresults from demographic studies such as criteria for admission, need for involuntary treatment, andthe occurrence of violent behaviour. A few international studies describe the caring aspect of thePICUs based specifically on caregivers’ experiences. The concept of PICU in Sweden is not clearlydefined. The aim of this study is to describe the core characteristics of a PICU in Sweden and todescribe the care activities provided for patients admitted to the PICUs. Critical incident techniquewas used as the research method. Eighteen caregivers at a PICU participated in the study bycompleting a semistructured questionnaire. In-depth interviews with three nurses and two assistantnurses also constitute the data. An analysis of the content identified four categories that characterizethe core of PICU: the dramatic admission, protests and refusal of treatment, escalating behaviours, andtemporarily coercive measure. Care activities for PICUs were also analysed and identified as controlling– establishing boundaries, protecting – warding off, supporting – giving intensive assistance, andstructuring the environment. Finally, the discussion put focus on determining the intensive aspect ofpsychiatric care which has not been done in a Swedish perspective before. PICUs were interpreted asa level of care as it is composed by limited structures and closeness in care.