Mette Spliid Ludvigsen
Background
I graduated as a registered nurse (RN) in 1987, earned an MSc in Nursing in 1996, and was awarded a PhD from Aarhus University in 2009. Since 1996, I have been an academic, educating numerous nursing and healthcare students at all levels. Since 2018, I have held a professorship in nursing science at Nord University, where I am currently head of the PhD programme Science of Professions.
Publications and Contributions
I have authored numerous peer-reviewed international publications in nursing, covering qualitative evidence syntheses and diverse populations, including neonates, adolescents, young adults, older adults, individuals with severe anorexia nervosa, nurses, and relatives. Additionally, I have contributed chapters to textbooks on topics such as relationships, long-term illness, patient safety, adverse events, qualitative methodology, and nursing theory.
I am a member of the editorial board of the Global Qualitative Nursing Research journal.
Research
My research is dedicated to understanding user perspectives and involvement in transitional care for patients with long-term illnesses, as well as evaluating person-centred care interventions.
Professional Affiliations
I am a Fellow of the European Academy of Nursing Sciences (FEANS) and serve on the EANS Scientific Committee.
I am a member of the research group "Ethics, Relationships, and Actions in Nursing and Health Sciences" at the Faculty of Nursing and Health Sciences, Nord University. My research collaborations span Norway, Sweden, the Faroe Islands, and Denmark.
I am involved as an advisor in a study funded by the UK’s Medical Research Council Better Methods Better Research (grant number UKRI149) to develop a new reporting guideline for qualitative evidence syntheses, called PRISMA QES (website here PRISMA QES). The research is being jointly led by Professor Jane Noyes of Bangor University and Professor Emma France of the University of Stirling. The study started on 1 October 2024 and will run for 30 months.
Knowledge Areas:
Methods: qualitative interviewing, focus groups, observation, qualitative data analysis, hermeneutic phenomenology analysis, scoping- and qualitative systematic reviews, and complex interventions.
Theory: nursing and care theories, transitions theory, hermeneutic phenomenology.
Teaching and supervision:
I teach and supervise PhD and master's students on various aspects of nursing. I have supervised and mentored young researchers at Aarhus and Nord University.
Programme director for the PhD in Science of Professions
Module co-ordinator of the PRO9014. Science of Professions, Focusing on Language, Relationships and Actions mandatory PhD course
Postgraduate Project Opportunities within:
User Perspectives: Exploring and describing patients' views on their conditions and treatments through qualitative studies including qualitative evidence synthesis (meta-syntheses) on user experiences.
User Involvement in Transitional Care: Investigating patients' experiences of involvement in transfer and transition interventions through explorative and descriptive studies.
Person-Centred Care: Combining the above research directions in broader initiatives based on participatory and co-design approaches, such as complex intervention programs.
General health services research - especially complex intervention development and evaluation. Kidney failure and haemodialysis care. Qualitative methods approaches incorporating robust evidence syntheses. Methodological research - especially scoping reviews and qualitative evidence syntheses methods.
Transforming Transitional Care: Pioneering Research in Patient-Centered Nursing
User Perspectives: Exploring and describing patients' views on their conditions and treatments through qualitative studies and systematic reviews (meta-syntheses) on user experiences.
User Involvement in Transitional Care: Investigating patients' experiences of involvement in transfer and transition interventions through explorative and descriptive studies.
Person-Centred Care: Combining the above research directions in broader initiatives based on participatory and co-design approaches, such as complex intervention programs.
Link to previous publications: