1. november 2015 tiltrådte Erik Elgaard Sørensen et professorat med særlige opgaver (MSO) i klinisk sygepleje. Professoratet er forankret ved Aalborg Universitet, Det Sundhedsvidenskabelige Fakultet med 20 pct. ansættelse på Klinisk Institut og 80 pct. ansættelse på Aalborg Universitetshospital. Erik Elgaard Sørensens daglige arbejdsplads er i Forskningsenhed for Klinisk Sygepleje (FoKSy), der som en af omkring 40 forskningsenheder er tilknyttet Klinisk Institut. Med professoratet følger ledelse af forskningsenheden, herunder ansvar for og udvikling af forskning i klinisk sygepleje på Klinisk Institut og på tværs af klinikker på Aalborg Universitetshospital. Erik Elgaard Sørensen får ligeledes til opgave at gennemføre forskningsstrategier og -programmer i samarbejde med øvrige forskningsenheder, professorer og forskningsansvarlige samt alle ledelseslag på Aalborg Universitetshospital, ligesom han skal vejlede hospitalsledelsen i forskningsrelaterede spørgsmål rettet mod klinisk sygepleje.

Tiltrædelsesforelæsningen blev holdt fredag den 18. marts 2016 på Aalborg Universitetshospital.

The sensory garden is understood as a cultivated area used in caring for persons who suffer from dementia. There is previous knowledge about the significance of the sensory garden in nursing homes, but we know little about how it can be developed as part of the nursing care of older persons. Action research using appreciative interviews was conducted with thirteen participants. The aim of the study was to collect and illuminate nurses’, assistant nurses’ and managers’ experiences and wishes about nature and sensory gardens, in order to increase understanding of nature's possibilities and meaning in nursing home care. Findings show that caregivers’ awareness of their personal relationship with nature can be a source of knowledge for nursing care, and inspired by health geography, further perspectives for the development of sensory gardens may be uncovered. The study forms the basis for nursing care intervention in the community.

Aim: This paper explores how mentors experience nursing students’ knowledge of nursing procedures during their first clinical practice.

Method: Four focus group interviews were conducted with 15 mentors working in nursing homes. Data were analysed using a four-step analytical framework of systematic text condensation.

Findings: There was a discrepancy in the expectation of the mentors and the actual skills preparedness of the nursing students. Several students struggled with theory–practice integration, basic nursing skills and general competence. The mentors emphasised the role of the evaluation of the students’ level of competence from the skills laboratory, so the students could be provided appropriate individual mentoring of their clinical practice in advance.

Conclusion: There was a significant variation in the experiences of the mentors, so this study cannot offer unambiguous solutions and explanations. It is important that central authorities, academia and mentors understand that the transfer of knowledge acquired in one context to another context can be challenging for the students.

«The patient as a partner»; «Focus on the patient»; «Patient empowerment»; «Shared decision making» are points of value in Danish health care. This means involving the patient as a co-responsible partner in the treatment process, and making the patient feel seen, heard and met in communication with the medical staff. Therefore, it becomes important to examine the patient’s experiences of her meeting with health professionals. This article presents an interview method developed and tested at a maternity section at Aalborg University Hospital, where the patient was asked about her experiences of her conversations with the nurse. The method gives evidence for the examination of patient experiences by making it possible to distinguish between the patient’s observations and her reactions and judgements during the conversation. The study shows that the patient experiences being seen, heard, met and involved, when the nurse sits down, listens, takes her time, talks about her observations, asks and answers questions.

Background: X-ray examination is an old but still very used method to diagnose patients. For some patients an X-ray examination becomes inexpedient because they have to change environment to be examined, which can result in anxiety, delirium or hospitalization. Mobile X-ray is an Open Access method where the examination is moved to the patient.

Aim and method: The aim was to evaluate the pilot project Mobile X-ray to study whether mobile X-ray optimizes the patient care and saves resources.

Results: The results showed high satisfaction among staff, patients, relatives and general practitioners. The image quality was acceptable. It is probably more expensive to examine patients at the hospital compared to mobile X-ray.

Conclusion: The data was not valid to conclude that mobile examination optimizes patient care, but the result indicates that patient care was optimized and mobile X-ray saves resources. More studies need to be conducted.

This project describes a health promotion intervention delivered in the Municipality of Holstebro, Denmark, among adults at high risk of diabetes. The project was conducted as a randomized controlled trial among individuals recruited from general practice, and indicates effect on weight, waist circumference and systolic blood pressure after one year. The aim of the intervention was to motivate and support participants to undertake and achieve lifestyle change to lower their risk of developing diabetes.

The aim of this article is to describe the health education approach in the intervention. The pedagogical approach is based on Mezirow’s theory of transformative learning. The recognition of the disoriented dilemma is a platform for the change process in combination with supporting an understanding of cause and effect in the field of diabetes. Dialogue leading to critical reflection is a crucial element in the intervention, laying the foundation for the participants’ change process.