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Background: Dismantling structural racism challenges nurses to consider the extent to which issues of inclusion, diversity and race are operationalised in day-to-day professional practice. This includes nurse education. To be truly effective, any examination of teaching content in nurse education needs to be investigated through document analysis plus observation in the classroom. However, tools to ensure consistency between these methods of collecting data are limited. Aim: To design a structured tool for collecting data by analysing teaching materials and observing teaching on pressure injuries and people with darker skin tones. Discussion: This novel approach of using a single tool provides a unique opportunity to explore teaching materials and what is actually taught in the classroom. The data collected can assist with comparative analysis, enabling an in-depth view of curriculum content. Conclusion: The nuanced and subtle data gathered using the complementarity of analysis between teaching materials and teaching observations in the exemplar tool presented created a unique data set for examination. Implications for practice: This tool has broad applications for nurse researchers, particularly for examining topics that are often perceived to be sensitive, such as race and skin tone. It can be used for in-depth scrutiny of classroom teaching, to develop and influence curriculum content and team discussions, and in larger studies exploring nurse education content. [ABSTRACT FROM AUTHOR]

Background: Nursing research is usually carried out by registered nurses with some experience of practice. However, nurses may find that the role of the nurse researcher is very different from that of the practising clinical nurse and has its own challenges. Aim: To explore the differences between the two roles and offer some guidance to nurses carrying out qualitative research, particularly research into sensitive topics. Discussion: Nurses need to be aware of various issues that could affect their ability to carry out nursing research and be emotionally traumatic. Conclusion: There is a general need for greater awareness about the potential risks of carrying out qualitative research into sensitive topics. Implications for practice: Nurse researchers must consider self-care when planning a research project, assessing their role, personality, background, personal experiences and stress triggers, and ensuring peer and supervisory support, reflection and a healthy lifestyle. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To help with your plans to complete focus group discussions in countries with different linguistics • To enable you to manage data from countries with different linguistics in three main areas: translation, analysis and presentation • To assist you in the process of translation and analysis of qualitative data from countries with different linguistics Background: The use of focus groups to collect data has increased in nursing research and provides rich, in-depth understanding of a phenomenon that can inform clinical practice. Guidance has been developed on facilitating focus groups. However, there is little guidance about how to translate, analyse or present focus group data from countries with linguistic differences. Aim: To explore contemporary examples of translating, analysing and presenting focus group data from countries with linguistic differences and to provide an in-depth example of decision-making in a study involving focus group data from two countries. Discussion: The study highlights the need for a clear rationale and transparency in the reporting of the translation, analysis and presentation of data. Detailed and transparent reporting needs to include not only translation, but also when this occurred and if the data were amalgamated. Conclusion: There is a need for evidence-based guidance concerning how to report the translation, transcription and analysis of focus group data from countries with linguistic differences. Implications for practice: The authors provide recommendations concerning information that researchers should provide about translation when publishing studies, and argue for the use of a bilingual lead researcher. [ABSTRACT FROM AUTHOR]

Background: Nursing research is usually carried out by registered nurses with some experience of practice. However, nurses may find that the role of the nurse researcher is very different from that of the practising clinical nurse and has its own challenges., Aim: To explore the differences between the two roles and offer some guidance to nurses carrying out qualitative research, particularly research into sensitive topics., Discussion: Nurses need to be aware of various issues that could affect their ability to carry out nursing research and be emotionally traumatic., Conclusion: There is a general need for greater awareness about the potential risks of carrying out qualitative research into sensitive topics., Implications for Practice: Nurse researchers must consider self-care when planning a research project, assessing their role, personality, background, personal experiences and stress triggers, and ensuring peer and supervisory support, reflection and a healthy lifestyle., Competing Interests: None declared, (© 2020 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

Background: Nursing research is dedicated to improving care, but research into end of life care can be challenging because of a possible reluctance by researchers to invite bereaved people to take part in studies., Aim: To use a focused mapping approach to explore the recruitment to studies of grieving and bereaved people., Discussion: There is no 'gold standard' method of recruitment and no best way to approach participants. The outcome of each method, measured by the percentage of potential participants recruited, appears to be unrelated to the approach used., Conclusion: There is no evidence that participation in research harms those who have recently been bereaved, but there is evidence of benefits from participating., Implications for Practice: Researchers should not feel they need to protect the bereaved from participating in research and can invite bereaved individuals to join a study without worrying about causing them harm., Competing Interests: None declared, (©2019 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

Background: Memory, as a concept, is rarely discussed or described in qualitative research. However, memories are central to the stories people tell about their experiences of health and illness, which are often the focus of nursing enquiry. Memories also have the potential to be sensitive or traumatic., Aim: To consider the implications of memory for qualitative research by exploring the following issues: What is memory? What are the implications for using it in research? How can research participants and researchers best be supported in qualitative research when sensitive or traumatic memories are involved?, Discussion: Memory is imperfect, complex and dependent on context. Memories are connected to meaning and are central to identity. Qualitative research should appreciate the complexities of memory. Nurses undertaking qualitative research should be mindful of the potentially sensitive or traumatic nature of memories. Both participants and researchers can be affected and care should be taken during the research., Conclusion: Memory should not be taken for granted. The meanings underpinning memories are central to qualitative enquiry and are to be valued., Implications for Practice: The strategies described in this paper can support researchers and participants when dealing with traumatic or sensitive memories., Competing Interests: None declared, (©2019 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)