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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]