Aim To explore nurses' perspectives on technical skill requirements in primary and tertiary healthcare services and their perspectives on where students should learn these skills. Design The study was conducted in Norway and had a cross‐sectional, multicentre, descriptive design. Methods We used a questionnaire to explore registered nurses and intellectual disability nurses' perspectives on technical skill requirements and learning ( N = 437). Results All the skills included in the university college curricula were reported to be required, and most skills should from the respondents' perspective be learned in the university college. There were significant differences between registered nurses and intellectual disability nurses about their perspectives on skill learning, but no significant differences between respondents in the interface between hospital and municipality wards. Conclusions Results from this study indicate that nurses need extensive technical skills in both primary and tertiary health care. Findings also indicate a need to modify the university college curricula.

No abstract

No abstract

The objective of this study is to illuminate the experience of Norwegian rheumatics illness during long-term residency in Spain. The method chosen is qualitative with a phenomenological approach. Twelve rheumatics comprise the sample group, eight women and four men, ages from 45 to 70. Data collection was performed by qualitative research interview. The data is analyzed using condensation, followed by a thematic approach, inspired by Giorgis phenomenological method. The essence of the Norwegian rheumatics experience is that they recovered control over everyday life. They experienced pain relief, reduced medication and increased personal activity. The study indicates that long-term stay in Spain can promote health for people suffering weather-sensitive rheumatism.