Nurse Educators’ Perceptions of the Meaning of Nursing Theories in Norwegian Bachelor's Nursing Programmes: A Focus Group Study

ABSTRACT To explore how nurse educators in bachelor's nursing programmes perceive the meaning of nursing theories in nursing education. Background Nursing is situated between a professional discipline and an academic discipline. Nurses' professional values significantly influence nursing practice, playing a key role in shaping their behaviour and decision‐making and the quality of care provided. Design A descriptive qualitative study was conducted and reported on in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ). Methods Four focus groups with 17 educators at three universities and one university college were conducted between September 2021 and September 2023. Data were analysed using reflexive thematic analysis, in accordance with Braun and Clarke's approach. Results Three themes identifying nurse educators’ perceptions of the meaning of nursing theories in Norwegian bachelor's nursing programmes: nursing theories define what nursing is and refer to core elements in nursing practice; nursing theories strengthen nursing students’ self‐understanding and professional identity and nursing theories—a vital yet marginalised part of nursing education. Conclusions Nursing theories strengthen nursing students’ self‐understanding and identity as nurses and provide them with the knowledge needed for empathetic caring and relational competence. While nursing educators acknowledge the importance of nursing theories in nursing education, discipline‐specific nursing knowledge often competes with knowledge from other disciplines. The interdisciplinary approach emphasised in the training of health and social care professionals can overshadow the unique contribution of nursing theories. As a result, nursing theories may appear less important.