Background Norwegian public health nurses prevent diseases and promote health in children and young people aged 0–20 and their families. Public health nursing programs prepare students for their practical role and provide relevant theoretical knowledge. Objectives To gain knowledge of the literature in the Norwegian public health nursing curricula, and to examine further the nursing base in these curricula. Design An explorative and descriptive design was chosen. Sample Reading lists based on syllabus documents from the 10 higher educational institutions in Norway offering programs in public health nursing. Measurements A summative content analysis and a categorization of content from reading lists were performed. Results Numerical information on the content and categorization of reading lists shows that social science and humanities literature dominates, followed by psychology and medicine. Nursing texts, theories and philosophy comprise only a minor part of the curricula. Conclusion The paper provides valuable data on the theoretical focus in Norwegian public health nursing and raises important questions about the paucity of nursing texts in the curriculum. The imbalance in reading lists in Norway should be studied further and similar studies conducted in other countries to encourage reflection on the theoretical content of public health nursing education globally.

Background: Public health, primary health care, and nursing are founding principles of public health nursing. Thus, the underpinning curriculum needs to reflect these core principles. Public health nursing educators sought to delve deeper into curricula and training of public health nurse (PHNs) in Ireland and Norway Objective: To compare PHNs' educational training in Ireland and Norway through a collaborative process Design: This study used a descriptive comparative design Sample: A panel of expert educators (the authors) compared national Public health nursing education strategies, guidelines, and curricula used to train PHN studentsResults: Four core categories emerged from the analysis: general characteristics, theoretical and empirical knowledge base for PHNs practice, applying theory to clinical practice, and professional/ethical dimensions for practice. Results revealed more similarities than differences in both countries' educational models. The central difference related to the specialist role in Norway versus the generalist role in Ireland Conclusions: Workforce requirements drive the delivery of Public Health Nursing programs and educational curricula. However, it is imperative that educators evaluate their curricula in terms of fitness and practice, not just purpose.

Public health nurses' experiences with prevention of burns in small children-a qualitative content analysis SammendragBakgrunn: Brannskader hos barn er et globalt folkehelseproblem. Spesielt utsatt er barn 0-4 år. Helsesøstres erfaringer med å forebygge brannskader fra et kommunebasert brannskadeforebyggende program vil bidra til en dypere forståelse av forebygging av brannskader. Hensikt: Å utforske og beskrive helsesøstres erfaringer med forebygging av brannskader hos småbarn. Metode: Studien har en kvalitativ metode med ett eksplorerende og induktivt design. Det ble foretatt et strategisk utvalg av helsesykepleiere fra en kommune godkjent som «Trygt lokalsamfunn». Totalt 11 helsesykepleiere fra helsestasjonstjenesten deltok i to fokusgruppeintervjuer og ett individuelt intervju. For analyse av data ble det benyttet en kvalitativ innholdsanalyse. Resultat: Helsesykepleieres erfaringer med forebygging av brannskader innebaerer «å møte foreldre med individuell tilpasning», «å styrke foreldrerollen» og «å tilhøre et fellesskap med felles visjoner og mål for brannskadeforebygging». Det ble identifisert et felles hovedtema: «Forebygging av brannskader oppleves som et moralsk ansvar». Konklusjon: Det brannskadeforebyggende arbeidet bør i større grad tilpasses individuelt og der kulturelle hensyn bør tas ved planlegging, etablering og gjennomføring av brannskadeforebyggende tiltak. Individuell tilpasset informasjon med empowerment-tilnaerming kan styrke familier i deres behov for økt kunnskap og kompetanse. Samhandling mellom spesialist-og primaerhelsetjenesten, frivillige og private aktører vil forsterke det brannskadeforebyggende arbeidet. Nøkkelord: Helsefremmende og forebyggende arbeid, ulykker, skader, barn, helsestasjonstjenesten Engelsk sammendrag Background: Burn injuries in children are a global health issue. Children under the age of four are particularly at risk. Public health nurses (PHN`s) have a unique role in child burn prevention. Burn injury prevention programs can be effective and have earlier been documented to decrease the incidence of severe childhood burns. Aim: To explore and describe PHNs' experiences of burn prevention. Method: The study had an explorative,qualitative design with an inductive approach. Eleven PHN`s from a child health care center located in a municipality approved as "Safe Community" participated in the study. Two focus group discussions and one individual interview were conducted. Qualitative content analysis was used to analyze data. Results: Three categories emerged from the data; "to meet parents with individual adjustments", "empowering parenthood" and "belonging to a community with shared visions and goals for burn prevention in small children", reflected in a common main theme: "Prevention of burns experienced as a moral responsibility". Conclusion: By using individual based information with an empowermental approach, families can be supported in their need for improved knowledge. Collaboration between specialist and primary care, voluntary and private actors will stren...