The purpose of both precision medicine and precision nursing is to improve patient outcomes. This theoretical article is designed as a conceptual and position paper situated within caring science, with a specific focus on understanding precision nursing across diverse clinical contexts. Rather than presenting empirical findings, the paper synthesizes theoretical perspectives, caring science foundations, and selected scholarly literature. In this position paper, we seek to expand the concept of precision nursing from a caring science perspective with clinical examples, vignettes, from an emergency care context. Precision medicine can be viewed as an effort to truly individualize a treatment and make it as accurate and effective as possible. While the focus on measurable outcomes saves lives, it also carries the risk of narrowing attention to what can be observed and quantified. These visible clinical markers represent only part of what matters in care. To get the full picture of a patient and their treatment, caring must serve as the foundation for precision nursing, as it is caring that ensures that technological advancements remain aligned with individual patient needs. Precision medicine and precision nursing may offer direction, but to provide meaning to the concepts, a grounding in caring science is provided in this study.

Background: Students can practice learning in an interprofessional environment during their education in order to enable a well-functioning cooperation between healthcare professions. The aim of interprofessional learning (IPL) is for all students to contribute with their expertise and work in teams under supervision, which has been shown to improve their understanding of their own and each other's roles. However, previous research in interprofessional learning in primary healthcare is limited.

Aim: The aim of the study was to describe and explore interprofessional learning in primary healthcare from the perspectives of patients, students, and supervisors.

Method: A mixed method approach was used with 35 participants (14 students, 16 patients and 5 supervisors) in a convergent design. Data collection and the analysis of questionnaires and interviews were conducted simultaneously. The responses to the questionnaires were analysed descriptively, and the interviews were analysed thematically.

Results: The results, based on the perspectives of the patients, students, and supervisors, showed that IPL supported the students in focusing on the patient and contributed to a patient-centred approach. The interprofessional learning of the students evolved gradually through an increased responsibility in the cooperation. In order to balance individual and collective learning, the supervisors could take a step back to support the students' pursuit of independence.

Conclusion(s): These findings suggest that IPL could improve and develop quality in primary healthcare. The results of the present study emphasize that the patient perspective plays an important role in students' interprofessional learning as it contributes to a holistic approach and perspective in healthcare. The supervisors play an important role in structuring the IPL, acting as role models, nurturing cooperation between the students and being responsible for patients' safety.

The Art of Caring model is developed from a general structure of the flow in the encounter between the injured patients andthe different professionals within emergency care, in turn founded on four phenomenological essences, which encompass theexperiences of patients, next of kin, and various professionals during the encounter at the scene of an accident and at theemergency department. The Art of Caring model represents a philosophical and theoretical rethinking of an ethical approach. Itdraws upon the works of the Danish philosopher Løgstrup, the French philosopher Levinas as well as selected aspects ofMerleau Ponty. The Art of Caring model is illustrated by coppersmith and artist Michaela Ivarsdotter, further developed andreflected upon with Anna Bratt, a psychologist working according to the compassion‐focused tradition. The model is made todisclose and visualise the Art of Caring and facilitate reflections on achieving a win‐win situation for both patients and differentprofessionals within emergency care. Healthcare involves a variety of professions, and for the benefit of the patient, we mustrecognise the significance of professionals taking on the advocacy role from a caring science perspective, which includes theunique and shared experiences of the lifeworld. This is a challenge within the context of demanding efficiency and timepressure in emergency care. To address this, a concrete action plan for ethical reflections is needed to find a balance betweengiving and receiving, essential for healthcare professionals to avoid compassion fatigue. In the context of ethical competenceand the challenges faced by different healthcare professionals within emergency care, the Art of Caring model could be used forethical reflections, as an approach to achieve a balance between patient advocacy, ethical considerations, and effective emergencycare delivery. Achieving this goal will lead to better patient outcomes and a more supportive work environment for theentire emergency care team.1

Introduction Making decisions about the appropriate level of care is a significant challenge for healthcare professionals, especially when older patients present with diffuse symptoms. Collaboration between ambulance services and primary care may promote a comprehensive understanding of patient needs. However, such collaboration remains limited, potentially leading to lower care quality and higher costs. There is a need to understand how collaboration can be effectively implemented. This scoping review aims to explore existing models of collaboration between ambulance services and primary care, identifying their characteristics, outcomes and current research gaps.

Methods and analysis This scoping review will follow the methodological framework proposed by Arksey and O’Malley, supplemented with recommendations from the Joanna Briggs Institute Handbook for Scoping Reviews. A comprehensive literature search will be conducted in PubMed, CINAHL, Web of Science and Scopus. In addition, Google Scholar, Overton, SwePub and the Swedish national library database Libris will be searched for relevant grey literature. The review will include studies published from January 2014 to the present. Data will be analysed descriptively, with findings categorised by collaboration models and patterns identified through inductive analysis to address the research questions. The review will apply the Preferred Reporting Items for Systematic Review and Meta-Analysis extension for Scoping Reviews to present the results.

Ethics and dissemination This review is the first stage of an overarching research study to develop a model for extended collaboration between ambulance services and primary care (the ECAP project). Results will be disseminated through peer-reviewed publications, conference presentations and sharing with ambulance services and primary care stakeholders to inform practice and policy. This scoping review protocol has been registered on the Open Science Framework (https://osf.io/nrkm5/). No participants will be involved at this stage, and the selected literature is publicly available, so no ethical approval will be required for this scoping review.

Objective Previous research on interprofessional learning in primary healthcare has been focused on students' learning in the encounter with the patient. However, the research is limited, and a review of the experiences of patients, students, and supervisors of interprofessional learning in primary healthcare is lacking. The focus of this scoping review is to describe the current knowledge and also to identify knowledge gaps.

Design A scoping review in which blocks of keywords and synonyms were used for achieving a high level of subject precision together with a qualitative thematic analysis for the presentation of the results.

Data sources Publications from 2012 to 2024 were searched for in the PubMed, CINAHL and ERIC databases.

Eligibility criteria for selecting studies Peer-reviewed studies with a qualitative design describing the experiences of patients, students and supervisors of interprofessional learning in primary healthcare were included.

Data extraction and synthesis The articles were retrieved, stored and reviewed in a shared online folder. All the authors participated in the scoping review. The decisions on inclusion/exclusion were made after a systematic, multidisciplinary team approach, which involved all the authors in the discussions to reach a consensus.

Results The results showed that interprofessional learning helped the students to focus on the patient and that the students broadened their perspectives when working together. The results showed that supervisors planned for interprofessional learning by setting aside time for the students to get to know each other. The supervisors confirmed that interprofessional learning contributed to the primary healthcare employees remaining abreast with high professional standards, with updated knowledge, more resources and the implementation of several organisational changes.

Conclusions Interprofessional learning contributed to a patient-centred approach that provided new insights and expanded knowledge for students in professional training. More research is needed to understand how interprofessional learning between different professions can be developed.

Forest fires, or wildfires, are expected to increase due to warmer and drier summerscaused by climate change. When the forest is on fire, all forest owners are by lawresponsible to assist the fire and rescue services. Hence, the aim of this study wasto describe private forest owners’ experiences of forest fires on their property. Indepthinterviews were conducted and analyzed by using qualitative content analysisto describe 20 private forest owners’ experiences of forest fires. The result mergedin the overarching theme: “Powerlessness in fighting the forest fire alleviates bytogetherness in a desire to help and to be helped”. Meaning, a forest fire is a disasterboth in economical and emotional terms, causing destruction to the forest thathas been in the private forest owners’ care for generations. The forest owner feelsresponsibility and expresses an unquestionable will to act. The invaluable supportfrom the local community helps the forest owner to manage this difficult. However,the forest owner expects to be allowed to contribute, therefore, the fire and rescueservices need a proactive plan that involves private forest owners to ensure a safework environment for all involved. In addition, the strong and differentiated networkof family and neighbors that mobilize brings strength and local knowledgeimportant to the operation. Though worrying of new forest fires will remain, it isa burden that needs to be taken seriously. A positive outcome is that through collaboration,security and resilience enhances in the local community.

Objectives To describe nurses’ perceptions of advising parents when their child has a fever.

Design/method Inductive, descriptive study with a qualitative, phenomenographic approach. Participants and setting A purposive sampling was used. To be included, the 24 online interviewed nurses had to have experience advising parents of febrile children between birth and 5 years of age. They were recruited from three different parts of the healthcare system from four regions in the south of Sweden.

Results The nurses described advising parents when their child has a fever as four different kinds of balancing acts: balancing between the parents’ story and objective assessment, balancing between listening and teaching, balancing between self-confidence and trust in the expert, and balancing between independence and having someone by one’s side.

Conclusions Giving advice to parents when their child has a fever is a process where the nurse needs to listen, assess and give advice based on the situation. This requires a correct assessment that depends on the parents’ story. Creating a trusting relationship is perceived as necessary for parents to assimilate the advice that is provided. What dominates are the nurses’ perceptions of the inner qualities required to achieve a balance in the process, for example, the importance of experience and security in their professional role, while it is also necessary to get support from colleagues.