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The number of adolescents experiencing pain is increasing. Pain has a major impact on several areas of daily living, such as function at school and school absenteeism, loss of appetite and socializing. One out of ten pupils in Norwegian schools is immigrants, and surveys have shown that immigrants suffer from poor health more often than the general population. The purpose of this study was to explore how school nurses and teachers experience pain in young immigrants in the school setting.

A qualitative design using focus group interviews was chosen for data collection. A total of 11 focus groups (17 school nurses and 25 teachers) consisting of school nurses and teachers in junior high schools (age: 13-16 years) in Southern Norway were conducted. Data were analyzed using a qualitative content analysis.

School nurses and teachers experienced communication of pain with young immigrants as characterized by cultural differences and language problems. Immigrants waiting for residency permits experienced pain more often than others. They also experienced that young immigrants often were absent from school and used pain as an excuse for not participating in classes, but this was not the case at the special school for immigrants. During Ramadan, they experienced that immigrant pupils had an increase of pain, especially headaches.

Culture affects the assessment and management of pain and different strategies may assist school nurses and teachers in their encounter with young immigrants with pain. There is a need for education in cultural competence among teachers and school nurses.

This paper aims to investigate the conditions under which learning and innovation occur within nursing homes by focusing on how the dynamics of the distribution and transformation of ideas and knowledge may be viewed as a prerequisite for innovation in both formal, planned learning situations and informal, everyday practices.

Data was produced via fieldwork, which included participant observations, conversations and research interviews with staff and managers at a Norwegian nursing home. The paper is inspired by situated learning theories and communities of practice, as the social context emerges as the site where learning and innovation are cultivated.

The nursing home sustains learning at the centre of its enterprise through managers’ and staff’s participation in planned learning situations and thereby highlights a focus on learning in their everyday practices. The conditions for the interplay between planned learning situations and everyday learning workplace practices are identified as the effort to create a joint enterprise and reflexive practices.

The Global North is ageing. Consequently, there is an increasing need for facilities and adequately trained professionals to support an ageing population. Addressing these challenges will require an increased focus on developing supportive learning environments and furthering our knowledge about the interconnections between learning processes and innovation.

This paper contributes knowledge regarding nursing homes as professionally exciting places to work alongside conditions that allow for learning and innovation to be cultivated and thereby increase the quality of elderly healthcare services provided.

Nurses employed in nursing homes have a unique insight into the lives of people with dementia (PwD) and into the factors that may support and possibly enhance their sense of coherence (SOC). It is currently not known precisely which factors contribute to supporting the SOC in PwD; therefore, in order to address the paucity of research in this area, the purpose of this paper is to identify and present these factors as they were perceived by nurses.

The study employed a qualitative explorative design. Participant observation and focus group interviews were the data collection methods. The participants were nurses employed in special dementia units from two Norwegian nursing homes. Data were analysed using qualitative content analysis.

Data analysis highlighted a main category, with additional three generic categories. The main category, “creating order out of chaos” concerns the nurses’ explanations about how they could create order in the lives of PwD lives. This main category is subdivided into three generic categories; “establishing continuity”, “ensuring predictability” and “building confidence”. These categories were assessed as “salutary” factors that may contribute to supporting the SOC in PwD.

This paper highlights the importance of continuity, predictability and confidence as factors that may contribute to counterbalancing the state of chaos and to supporting the SOC in PwD. The findings add a salutogenic perspective to dementia care and research.