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Debates around internationalisation-at-home (IaH) focus on the benefits accrued to students from the integration of internationalisation dimensions in their studies, curricular developments and interactions with international students, but, with scant attention to how these vary in different subject areas. In this article, we focus on the disciplinary experiences and framings of internationalisation from the perspectives of students in two Swedish universities. Drawing on 67 interviews with students sampled across different subject areas, we examine how the disciplinary definitions of study objects and pedagogic approaches filter the students’ experiences and shape their views around IaH, and their ambitions for the future. Our findings suggest first, a discipline-specific set of positionings regarding the nature of subject areas as lenses through which internationalisation is understood. Second, the students hold strong views around the contribution of IaH in strengthening the disciplines themselves. In addition, the student voices paint a dynamic picture of internationalisation positions, not always consistent with disciplinary stereotypes.

This article focuses on a Swedish school company and its operations in India, examining how setting up and operating schools in another national place forge particular spatial imaginaries. It contributes to literature on the Global Education Industry by focusing on international moves of commercial non-Anglo-Saxon actors. Drawing on interviews and extensive fieldwork in India, we show how the ‘marriage’ between the global (represented by the Swedish company) and local (the ‘Indian’) are manifested in the spatial imaginary of the ‘glocal school’, encompassing hierarchical otherings rooted in discourses of both globalisation and colonialism.

Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. Thisarticle focuses on university responses towards internationalisation, and the inter -play between external higher education environments and institutional positioning.We draw on empirical qualitative research in two of Sweden’s largest universities, toexamine institutional responses to internationalisation, expressed through documen-tary material and interviews with 32 senior leaders. Our findings suggest that theglobal research environment acts as a strong discursive driver for internationalisa-tion actions, manifested in the strategic partnerships pursued by the two institutions.An equally powerful driver, is the national higher education sector as a context ofconstant comparisons and competition but also as a source of collaborative learningand exchange. The two universities exhibit strategic autonomy in their reading ofthe internationalisation imperative, and in constructing their actions and responses,although these are significantly framed by size and geography. In the Swedish highereducation landscape, these two dimensions constitute a constraining physical anddiscursive context, underpinning the links between a global, internationalised envi-ronment, and the universities’ self-image and positioning.

This article examines the national and European policy contexts that shaped the Swedish internationalisation agenda in higher education since 2000, the policy ideas that were mobilised to promote it, and the national priorities that steered higher education debates. The analysis highlights how domestic and European policy priorities, as well as discourses around increasing global economic reach and building solidarity across the world, have produced an internationalisation strategy that is distinctly ‘national’. Drawing on the analysis of the most recent internationalisation strategies we argue that the particular Swedish approach to internationalisation has its ideational foundations in viewing higher education as a political instrument to promote social mobility and justice, as well as a means to develop economic competitiveness and employability capacity. In addition, internationalisation has been used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden as a competitive knowledge nation in a global context.

Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and labourmarket exclu ...

Background: Although extubation is a high-risk phase associated with risk of severe complications for patients undergoing general anaesthesia, there is a lack of research about this phenomenon from the perspective of anaesthesiologists’ experiences of the process of extubation in the anaesthesia setting. Aim: To describe Swedish anaesthesiologists’ experiences of the extubation process in the anaesthesia setting. Methods: A qualitative descriptive design study with individual semi-structured interviews was conducted in three hospitals in Sweden with a total of 17 anaesthesiologists. A qualitative manifest content analysis method was used to analyse the data. Results: The anaesthesiologists’ experiences were described in two categories: To assemble sensibilities, where the anaesthesiologists are receptive to inputs, create tailored plans, are guided by emotions and experiences, and sense the atmosphere in the process of extubation; and To stay focused, where they understand the importance of preparation and being prepared, and of being calm and strategic, and of needing to trust the registered nurse anaesthetist in the process of extubation. Conclusions: Decision-making regarding the process of extubation does not rely solely on monitoring signs; rather, the anaesthesiologists described how, by looking beyond the monitors and by being receptive to inputs from the patient and other professionals, their experience and intuition guides them through the process of extubation.

With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

This chapter analyses and compares recent changes in school accountability in Norway, Denmark and Sweden, focusing on the role of standardised performance tests as a policy instrument for school improvement and accountability. The links between national testing and translations and enactments are discussed, including re-centralisation processes in decentralised school systems under the auspices of a universal welfare state model, and how global policy is translated and adapted in different national contexts. The analysis illustrates the importance of national trajectories and translations of global ideas and argues that the concept of ‘instrument constituencies’ may help in understanding the complexities and transformation of accountability and governance practices.

This chapter explores the Swedish case as an example of how privatisation and commercialisation intertwine by following the flow of public funding to private actors. We do this by studying two segm ...

The aim of this study is to describe and analyse two recent quality assurance (QA) reforms in Swedish higher education (HE) and to discuss how shifts and continuities can be understood with a parti ...

This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Indu ...

This Open Access book analyses the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It investigates the origins, logics, and mechanisms of evaluation and quality assurance reforms and their dynamic interactions with institutional, national and European policy contexts. The chapters report findings from extensive empirical studies that offer detailed insight into the work of governing in higher education, by giving voice to actors at various levels and positions including the ministry, national agency and University employees. Central themes include the influence of European policy, changing system designs, media relations and quality assurance enactments in University institutions. The book also explores the ways in which an emerging professional cadre, labelled qualocrats, enacts and mediates evaluation and quality assurance policy and practice. Taken together, the expanding evaluation machinery in Swedish higher education highlights the pivotal role of knowledge as a governing resource, and points to special features of evaluation as a particular form of practice that makes knowledge work for governing.

This chapter seeks to explore and discuss enactments in the process of piloting a part of the 2016 national evaluation and quality assurance system, namely, the pilot of institutional reviews in which higher education institutions’ internal quality assurance systems were evaluated by the Swedish Higher Education Authority. The chapter analyses the work and experiences of the different actors that took part in these processes. It shows that the pilot includes extensive work that links people, places, policies, practices, and power in particular ways and that numerous translations are made at different stages and by different actors. The results highlight the amount and forms of work done in these processes in general and in particular by actors who we have labelled “qualocrats”. Their embodied form of expertise is mobilised as they move between and across different domains to enact and promote certain knowledge in and of evaluation and quality assurance. The chapter finally suggests that the deliberate temporal design as a pilot study opened up for mutual adjustments, learning, and dialogue but also gave rise to contradictory anticipatory governing signals.

This chapter offers an empirical illustration of the governing-evaluation-knowledge nexus by pinpointing a particular situation, a pause between two national evaluation and quality assurance (EQA) reforms, while a new national system was being planned and prepared, but its final design was not yet decided upon. This situation – unusual in the Swedish higher education policy context – adds uncertainty to the situation and opens a potential space for policymakers and higher education institutions (HEIs) to navigate. We draw on interviews and documents collected from four HEIs during this reform interval. We analyse and discuss how the four institutions navigate, coordinate, mobilise, copy, and learn in a situation without a formal national EQA system in place but in which the wider higher education policy context is deeply infused with contemporary trends and international policies and ideas on quality assurance (QA). We found that context and institutional preconditions set their mark on the work undertaken during this interval. We also discerned tendencies of homogenisation and isomorphism. Finally, we highlight the tendency of further expansion of EQA activities.

In this chapter, we revisit our observations on Swedish higher education from the previous chapters. We initially discuss the relation between governing, evaluation, and knowledge. Then, we go back to the ideal typical notion of increasingly institutionalised evaluation machinery and locate the important work of what we label as qualocrats and what may be termed the burden of judgements within this overall frame. We finally discuss the expansion and the increasing complexity of evaluation and quality assurance work in higher education and point to some possible implications and problems.

This introductory chapter starts by outlining the aim of the book: to analyse and discuss the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It then goes on to locate this aim and the intended contribution within the wider research context and in previous studies. The chapter also highlights some important national traits of the Swedish case and Swedish higher education policy development, before presenting the overall conceptual frame employed in the book and the project it builds on. Finally, an outline of the forthcoming chapters is provided.

The aim of this chapter is to analyse how results from the 2011 to 2014 national evaluation and quality assurance (EQA) system were communicated to and via the media. First, the analysis focuses on the attempted media framing, as manifested in press releases of national evaluations from the responsible national agencies. Second, the higher education institution-media interactions, in the context of two national quality evaluations from two subject areas (education and specialist nursing), are analysed from the perspective of how four higher education institutions’ attempted framings were (re)presented by the media. The chapter concludes with a discussion pointing to interdependence and possible reinforcement of the media-quality assurance relationship and points to some possible implications for education governing. The chapter also discusses the silences and articulations that could not be detected in the studied data, as situated within the context of reputation management and media display in the contemporary “evaluation society”.

In this chapter, we draw attention to the important political dimension of the governing-evaluation-knowledge nexus. The aim is to describe and analyse the processes leading up to the two most recent national evaluation and quality assurance (EQA) systems in operation from 2011 to 2014 and from 2016 onwards by analysing the formation of the respective EQA systems and the actors involved in these processes. The chapter outlines political justifications and ideological beliefs and highlights central shifts and continuities in these processes. We explore how formation of EQA systems can be understood within a wider context of the work of governing by contrasting the fast, competitive “shortcut governing” from the 2011–2014 EQA system with the more dialogue- and consensus-oriented process implying a “policy rerouting” later, as manifested in the process leading up to the 2016 EQA system. We also discuss quality assurance expansion in the context of higher education policymaking.

In this chapter, we focus on how education governance can be conceptualized and understood in a context of far-reaching marketization and privatization. We address the challenges and limitations of ...

Purpose To describe Registered Nurse Anesthetists' (RNA's) experiences of the process of extubation of the endotracheal tube in patients undergoing general anesthesia. Design A descriptive qualitative design. Methods This study was conducted in two hospitals with 20 RNAs in total. Data were generated from focus group interviews. Content analysis was used to analyze data. Findings The RNAs' experiences were described within four categories and eight subcategories. The category To be a step ahead includes assessment and preparation, and To be on my toes, their ability to recognize patterns and build a connection. To use situation awareness relates to their use of experience and feelings, and To be alone in a critical moment, to feeling alone in the team and protecting the patient. Conclusions The RNAs make decisions when to extubate by combining theoretical knowledge, clinical experience, and intuition with the uniqueness of each patient.

This paper explores how ‘social democratic’ Sweden initiated and implemented choice reforms that attracted the interest of ‘liberal’ England. By studying how English media framed and portrayed the Swedish free school ‘export’ from 2008 to 2014, this paper aims to describe and discuss how a market-oriented policy idea, the Swedish system of free schools, is represented as it travels across national contexts. Initially, the Swedish free school model was portrayed as an inspiration for both the English political left and, in particular, the right. However, the national stereotypical representation of Sweden as a legitimate ‘reference society’ was significantly toned down after the 2010 election—often accompanied by references to Sweden’s poor performances in the Programme for International Student Assessment (PISA). The study shows how Swedish policy ‘retailers’, such as school chain representatives, use the media for further display and reach. In summary, such educational policy retailing, along with media–policy interaction that (re)interprets national stereotypes linked to political legitimation, are important sources for understanding and further exploring international flows and interpretations of market-oriented reform ideas.

Aims and objectives To review what is characteristic of registered nurses’ intuition in clinical settings, in relationships and in the nursing process. Background Intuition is a controversial concept and nurses believe that there are difficulties in how they should explain their nursing actions or decisions based on intuition. Much of the evidence from the body of research indicates that nurses value their intuition in a variety of clinical settings. More information on how nurses integrate intuition as a core element in daily clinical work would contribute to an improved understanding on how they go about this. Intuition deserves a place in evidence-based activities, where intuition is an important component associated with the nursing process. Design An integrative review strengthened with a mixed-studies review. Methods Literature searches were conducted in the databases CINAHL, PubMed and PsycINFO, and literature published 1985–2016 were included. The findings in the studies were analysed with content analysis, and the synthesis process entailed a reasoning between the authors. Results After a quality assessment, 16 studies were included. The analysis and synthesis resulted in three categories. The characteristics of intuition in the nurse's daily clinical activities include application, assertiveness and experiences; in the relationships with patients’ intuition include unique connections, mental and bodily responses, and personal qualities; and in the nursing process include support and guidance, component and clues in decision-making, and validating decisions. Conclusion Intuition is more than simply a “gut feeling,” and it is a process based on knowledge and care experience and has a place beside research-based evidence. Nurses integrate both analysis and synthesis of intuition alongside objective data when making decisions. They should rely on their intuition and use this knowledge in clinical practice as a support in decision-making, which increases the quality and safety of patient care. Relevance to clinical practice We find that intuition plays a key role in more or less all of the steps in the nursing process as a base for decision-making that supports safe patient care, and is a validated component of nursing clinical care expertise.

This chapter focuses on the governing work of Swedish school inspectors with regards to the role and function of knowledge. As professionals, inspectors are situated as relays and brokers of policy standing in contact with both the political arena and practice arenas. School inspectors use and produce knowledge and they rely on, search for, accumulate and communicate different forms of knowledge. In this chapter, we seek to understand knowledge in the inspection context as existing in three phases, namely as embodied, inscribed and enacted (Freeman and Sturdy in Knowledge in policy—embodied, inscribed, enacted, Policy Press, Bristol, pp. 1–17, 2014). The aim is to identify and discuss different phases of knowledge in inspectors’ work by asking how the different forms of embodied, inscribed and enacted knowledge are manifested, incorporated and transformed in the course of inspection. The chapter illustrates how different forms of knowledge are intertwined with issues of legitimacy, accountability and control, which is argued to be important for how inspection and the work of inspectors’ are perceived and judged in different contexts and settings.

This paper aims to describe and highlight some important continuities and changes in the Swedish school inspection case, with particular emphasis on the justification and use of inspections as an enduring and recurring political instrument to govern education: what roles and functions have been assigned to the inspectorate in all its incarnations, what means of operations have been employed, and how can the continuities as well as the changes be understood? The analysis is based on policy texts, such as government commission reports and bills, as well as on a range of previous researches and studies. The theoretical resources aim to account for the dynamic relationship that underlies both drastic as well as more incremental institutional reproduction and change. School inspections were first performed in Sweden as early as the 1860s. Since then, inspections have been carried out by different national and regional agencies, and they have differed in focus, scope, and intensity. School inspection was abolished altogether in the wake of the extensive decentralisation reforms of the 1990s, but after being in the political cold for a decade, inspections were reintroduced in 2003. In 2008 a separate agency, the Schools Inspectorate (SI), was formed, intensifying inspection efforts even further. Through gradual as well as more fundamental processes of change, school inspection institutions seem to be readily adaptable to different expectations and solutions as the political context varies. It has remained, at its core, an enduring institution that manages to gain and regain legitimacy; this is amply illustrated by the Swedish case.

This paper focuses on the dual dependencies apparent at the intersection of the media society and the audit society by empirically exploring and discussing the relationship between Swedish local ne ...

This paper analyses the political motives that underlie the increased educational control exercised by reinstalling and reinforcing school inspection during the periods of 20012003 and 2006-2008. T ...

Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. In the Open section, articles are sent in by authors as part of regular journal submissions and published after a blind review process. In the Thematic section, articles may reflect the theme of a conference or workshop and are published after a blind review process. We also have an Invited section featuring articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and they are also published after a review process. This issue of Education Inquiry contains a Thematic section on the topic of Education Governance by Marketisation and Quality Assurance that includes a total of nine articles. Contemporary Education Policy Developments This thematic section aims to explore some of the important developments and policy trends visible in education policy in both Sweden and beyond. More generally, a large number of public sector reforms have been undertaken in the OECD countries over the last couple of decades. They have been aimed at changing the management, provision and control of public services, and have not necessarily sought to reform the actual content of the services provided in the first place. The field of education is no exception. Education has been reformed and restructured at an intense pace in both Sweden and elsewhere. The political demands on education, as a vital part of the welfare state and the key to contemporary and future economic competitiveness, are indeed high. As a result, irrespective of their political ideology or party affiliations political actors are making continuous efforts towards educational reform and transformation. Even if the policies that are adopted take on different forms and are revised and adjusted to suit each specific political and national context, certain policy ideas and trends seem to travel successfully across nations (Ozga, 2011; Meseguer, 2009; Dolowitz, 2009; Ozga & Jones, 2006; Levin, 1998). A market orientation, including competition and choice, output accountability and a focus on educational quality and results are examples of such policy ideas. When these policies are formulated, translated and put into action they also imply certain effects – intended as well as unintended – for national education systems and actors within those systems. However, in this thematic section it is argued that there is a EDU.

This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.

In 1999, after a series of far-reaching reforms aiming at decentralisation, deregulation and increased local autonomy in Swedish education, the Government decided to introduce a five-year experiment, which would develop these reform efforts even further. Even though Swedish compulsory schools already were the most autonomous in Europe with regard to decision making on school time, an experiment which allowed schools to freely decide time allocation and time management was launched. At least on paper, the experiment indicates a shift from state control to local autonomy, allowing school professionals to be free to make decisions on time distribution previously controlled by the state. The aim is to analyse and discuss whether the experiment has affected school autonomy or not and how this can be understood. The theoretical point of departure is a two-dimensional view of autonomy, where both freedom of action and capacity for action need to be taken into account. The freedom of action (the discretionary space for local actors) provided within the experiment is analysed through three properties of the experimental programme: programme clarity, division of responsibilities and control mechanisms. The schools' capacity for action concerns the extent participating schools make use of the discretion provided within the experiment. This is analysed in three schools with reference to their ability to organise themselves in a flexible way, as well as to what extent the schools have shown previous capacity for action and readiness for reform. Based on this analysis of the experiment, it is concluded that if reform efforts are made to increase school autonomy, they should not one-sidedly be focused on increasing local actors' freedom of action (such as abolishing the national time schedule). Such efforts should also be accompanied by measures to reinforce local actors' capacity for action. Unless local actors can make use of the discretion given to them by a superior (political) body, local autonomy will be far less than was intended, since freedom to act exceeds the actual capacity to act.

The five articles in this special issue offer empirically and theoretically informed accounts from education policy research carried out in different national contexts in Europe. This special issue sheds light on how modernising approaches to educational governance and reform, grouped under the umbrella of new public management, are strongly present in European education policy, both at transnational levels and in individual countries, and points to important implications for these developments.

A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14–15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of cross-disciplinary teaching and teacher teamwork. All three schools, to varying extent, have scheduled ‘open lessons’, when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure.

Research on the media’s role in policy is long-established (see for example Fitzgerald & Housley 2009; Gerstl-Pepin 2007; Gewirtz et al. 2007; Wallace 2007), but there has not been so much attention to the relationship between inspectorates and media. In this chapter, we argue that inspectorates depend on the media: the capacity of the media to publicise and spread their messages about school success and failure contributes very strongly to their influence. However it also seems to be the case that as inspectorates use and exploit the media to spread their messages about school performance, and thus buttress their authority and greatly extend their reach beyond the education world, they also become vulnerable to media pressure and – to a degree – reliant on media coverage to sustain their authority. In other words, there is an interdependent relationship between inspection and the media, in which media priorities may adversely affect the image of inspection. Thus while Ofsted has become highly visible and a topic of household conversation, greatly increasing its presence in the lives of parents, pupils and teachers, this is especially the case where stories of school success and failure are presented in highly dramatic terms (as victories, defeats, struggles and disasters). There are obvious risks for Ofsted in this presentation of their work: pressure to find stories that will attract coverage undermines attention to the substantial but more mundane aspects of inspection, and creates expectations of powerful inspection effects. Indeed negative media coverage of schools ‘in crisis’ reinforces the demand for political action, and heightens the perception of inspectorates as a force for powerful, effective intervention. There is, moreover, a pre-occupation in the tabloid press with reporting ‘bad news’, so that dramatic coverage of failing schools reinforces public perception of schooling in crisis and contributes to pressure on inspectorates. Against such a background, it is apparent that the relationship with the media is complex, and that it plays a significant role in our analysis of inspection as a governing practice.

In this article we argue that school inspection is an important and potentially influential way of governing education that deserves additional scholarly attention. This introductory article aims to situate and describe the origin, theoretical foundations and methods and materials gathered in the three research projects included in this special issue. We also briefly describe some important characteristics of the Swedish school inspection and finish off with short introductions to the six articles. 1) Den statliga skolinspektionen: En centraliserad resultatstyrning möter en decentraliserad skola 2) Inspektion som styrning. Skolinspektion och utbildningsstyrning i Sverige, England och Skottland 3) Inspecting the ‘Market’: Education at the intersection of marketisation and central state control

The World Health Organization (WHO) surgical safety checklist aims to increase communication, build teamwork, and standardize routines in clinical practice in an effort to reduce complications and improve patient safety. The checklist has been implemented in surgical departments both nationally and internationally. The purpose of this study was to describe the registered nurse anesthetists' (RNA) experience with the use of the WHO surgical safety checklist.This was a cross-sectional study with a descriptive mixed methods design, involving nurse anesthetists from two different hospitals in Sweden.Data were collected using a study-specific questionnaire.Forty-seven RNAs answered the questionnaire. There was a statistically significant lower compliance to "Sign-in" compared with the other two parts, "Timeout" and "Sign-out." The RNAs expressed that the checklist was very important for anesthetic and perioperative care. They also expressed that by confirming their own area of expertise, they achieved an increased sense of being a team member. Thirty-four percent believed that the surgeon was responsible for the checklist, yet this was not the reality in clinical practice. Although 23% reported that they initiated use of the checklist, only one RNA believed that it was the responsibility of the RNA. Forty-three percent had received training about the checklist and its use.The WHO surgical checklist facilitates the nurse anesthetist's anesthetic and perioperative care. It allows the nurse anesthetist to better identify each patient's specific concerns and have an increased sense of being a team member.