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This study explores the experiences of nurses that provide 'complex', generalist healthcare in hospital settings. Complex care is described as care for patients experiencing acute issues additional to multimorbidity, ageing or psychosocial complexity. Nurses are the largest professional group of frontline healthcare workers and patients experiencing chronic conditions are overrepresented in acute care settings. Research exploring nurses' experiences of hospital‐based complex care is limited, however. This study aims to add to what is known currently. Four 'complex care' nurses undertook in‐depth semistructured interviews and their narratives were analysed using the conceptual framework of complex adaptive phenomenology. Two overarching themes constituting the 'essence' of complex care nursing were identified: Contextual factors and attribute/value‐based elements. Creating meaningful patient outcomes and feeling part of a team were experienced as fulfilling, whereas time constraints, institutional settings and systemic barriers to comprehensive caregiving diminished the experience of providing complex care. Overall, work meaning presented as a dynamic phenomenon, shaped by personal and professional values, local settings and systemic factors. It is recommended that more expansive research be undertaken to explore the experience of complex care for nurses. Such knowledge can contribute to initiatives that draw a skilled, effective and engaged hospital‐based complex care nursing workforce. [ABSTRACT FROM AUTHOR]

Children have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adversely impacting the children's identity development. The study highlights the value of using art to communicate children's perceptions, aligned with inclusive practices. The insights shared offers caregivers, educators, and others scope to develop affirmative writing practices. [ABSTRACT FROM AUTHOR]

The purpose of the scoping review was to synthesize peer-reviewed literature of daughters' experiences of maternal bereavement. The search was conducted across eight databases and included peer-reviewed, qualitative research that reported on daughters' experiences of the death of their mother. The review identified 21 studies. Experiences included recurrent grief including secondary losses, difficulties establishing and maintaining relationships, and intrapersonal and daily lifestyle changes. Implications for maternal loss during adolescence, and recommendations for those supporting women whose mothers have passed away have been provided. Further research is needed to identify the experiences of loss at different developmental stages. [ABSTRACT FROM AUTHOR]

This article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to 'get inside' the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate's experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate's deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD. [ABSTRACT FROM AUTHOR]

• The experiences of teachers teaching children impacted by high conflict divorce. • Teaching distressed children of divorce was emotionally exhausting for teachers. • New insights of how teachers can support distressed children of divorce. • Implications for teacher training and support at different levels are discussed. Ongoing parental conflict after divorce is particularly difficult on school aged children. Consistent research has demonstrated that high conflict divorce can induce adjustment problems and increase risk of child psychopathology. For these children, school represents a safe space to thrive and develop the cognitive, social and emotional skills that can serve as a buffer and reduce the risk of adjustment difficulties and mental health problems. Trained in child development, teachers have the knowledge base and play a critical role in identifying behavioral warning signs of children 'at risk'. The aim of this study is to explore the experiences of teachers working with children exposed to high parental conflict before, during and after divorce/separation. Using semi-structured interviews, five primary school teachers shared their every-day experiences of teaching and caring for primary school aged students struggling to cope with the emotional distress related to high levels of parent stress and parent conflict associated with family breakdown and the process of high conflict divorce. The data was analyzed using an Interpretative Phenomenology Analysis framework by Jonathan Smith. The findings revealed that 'caring' for and about studentswas a key feature of being sensitively responsive to these children. However, as highlighted by these teachers, this work is emotionally exhausting and professionally challenging, placing teachers at risk of burnout. The findings contribute to the knowledgebase of how-to best support teachers who teach vulnerable school populations. Implications for teacher training and support at different levels within the school system are discussed. [ABSTRACT FROM AUTHOR]