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Additional file 3. (Focus Group Interview- and Field Note Guide): the same guide is used for both focus group interviews and field notes, based on the Normalization Process Theory.

Additional file 2. (Staff burnout questionnaire): Modified questionnaire on staff burnout, based on Pine’s scale and additional questions on garden use and attitudes.

Evidence confirms that nature-based therapy (NBT) has a positive effect on people with mental illnesses. However, there is a lack of evidence on the meaning of NBT for specific patient groups. The Nacadia® Therapy Garden was designed according to an evidence-based design process, and an NBT programme was developed. The aim of the study was to illuminate the phenomenon of participants’ lived experience of the NBT in Nacadia. Fourteen participants took part in semi-structured interviews (SSIs), and by way of reflective lifeworld research, the SSIs were analysed to identify and describe the meanings of the phenomenon. The essence of the phenomenon was found to be a process of adopting a searching approach to NBT and Nacadia to become familiar with the conditions. This familiarity stimulated the development of confidentiality and attachment to Nacadia. Feeling protected, safe, cared for, and not exposed was important, and motivated feelings of freedom, reduced demands, and increased the ability to access and try a spectrum of NBT activities. It encouraged participants to develop personal approaches and coping strategies to implement in their everyday lives for moving on.

Kroppen i professionsuddannelser”Om at lære fra kroppen på professionsbacheloruddannelser”. Lars Emmerik Damgaard Knudsen, Agnete Sillesen, Mette Schmidt, Dorthe Varning Poulsen og Elise Bromann Bukhave: Denne artikel bygger på erfaringer skabt gennem et tværprofessionelt forskningsprojekt i University College Sjælland mellem undervisere fra fysioterapeut-, ergoterapeut-, sygeplejerske-, pædagog- og læreruddannelsen. Den centrale pointe er, at kroppen ikke blot er en del af professionsbacheloruddannelserne, når studerende er i praktik, men at kroppen er konstant afgørende og betydende for, hvordan de studerende lærer faget, lærer af hinanden, lærer af underviseren og finder sig selv som en del af professionen. Med afsæt i Merleau-Pontys kropsfænomenologi vises det, hvordan de studerendes udbytte af undervisningen er direkte forbundet med den kropslige oplevelse af undervisningen og af nærværet i de interaktioner og relationer, som eksempelvis gruppearbejdet præsenterer. De studerende selv udtrykker, at sociale relationer, fysisk og kommunikativt samarbejde kendetegnes ved at være interkropslige oplevelser. Artiklen konkluderer på den ene side, at al læring også er kropslig læring, og på den anden side, at de studerendes og undervisernes muligheder for at støtte og arbejde bevidst med læringsprocesserne som struktureret kropslig perception med fordel kunne styrkes. Artiklen afspejler såvel vanskelighederne ved som nødvendigheden af at studere læring i professionsuddannelser som interkropslig kulturelt situeret læring.