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Nursing education and the nursing profession have an artisanal character, which has dominated the profession for a long time. Work-integrated learning in nursing education means that theoretical studies are integrated with a clinical placement. The aim of the study was to describe how nursing students experience work-integrated learning in nursing education. The study has a qualitative descriptive design. Qualitative content analysis was used and the analysis focused on both the manifest and latent content of the material. The analysis resulted in the theme "Sustainable learning during education and for the future profession as a nurse," revealing students' experiences of work-integrated learning during their education. The categories "Different methods," "Collaboration" and "Bringing the parts together as a whole" constitute the integrated learning process during the education and depend on each other for increased understanding. When the students practice their theoretical knowledge in the clinical placement, work-integrated learning can facilitate them to bring the parts together as a whole, thus giving them an opportunity to enhance their learning process and develop professional skills.

Abstract Background Extensive research describes how nurses experience their work environment. The conditions are described as stressful and dissatisfying with nurses intending to leave their workplace. Knowledge about the personal perception regarding why nurses consider leaving the hospital workplace is limited. The purpose of this study was to understand why hospital nurses remain in their workplace, which facilitates their continuation in the profession. Objective The objective was to explore and describe factors explaining why hospital nurses remain in the workplace. Methods This was a descriptive qualitative study with a purposive sample of hospital nurses in Sweden. The salutogenic theory was the basis for the interview guide and the semi-structured questions. Individual interviews were conducted in a hospital in western Sweden. Content analysis was performed to organize the coded data according to the sense of coherence. Results Data saturation was achieved with 12 interviews. Within the three themes of coherence (comprehensibility, manageability, and meaningfulness), ten subthemes were categorized from the data as follows: job satisfaction and fun at work, acknowledgement and productivity, togetherness and team security, manageable workload, variable work and challenging situations, workplace and personal space balance, collaboration and supportive leadership, valued role and good work, commitment and involvement, and pride in the professional role. Conclusions The main findings of this study have shown the critical importance of being in a meaningful, comprehensible and manageable work context that supports nurses in maintaining their professional identity.