Abstract Introduction Persons with dementia and their caregivers are more physically inactive than cognitively healthy peers or non-caregivers, yet little is known about their views on dyadic physical activities. This study explored the perceptions, facilitators, barriers and expectations related to dyadic physical activity among persons with dementia and their caregivers. Methods An exploratory dyadic qualitative study was conducted with 24 community-dwelling dyads in Hong Kong SAR, China. Semi-structured dyadic interviews were analysed using inductive thematic analysis. Results Four themes comprising 22 subthemes were identified. Dyads recognised mutual physical, psychological and relational benefits and valued activities that fostered shared enjoyment and relational resonance, though some questioned dyadic activity’s relevance. Engagement was facilitated by clear rewards, established habits, everyday collaborative activities, culturally meaningful incentives and strong social and professional support in a facilitative environment. Participation was hindered by limited shared understanding of physical activity, negative emotions in partner, mismatched fitness levels and activity rhythms, social withdrawal by the person with dementia, time pressures and conflicting family attitudes. Dyads expected interventions to yield tangible health and fitness gains, be tailored to both partners’ capacities and interests, provide appropriate challenge and ensure safety through explicit risk management strategies. Conclusion Dyadic physical activity is not simply ‘doing it together’. Instead, interventions should be tailored, health-oriented and relationally attuned, with explicit consideration of the practical and emotional challenges faced by both dyad members. Psychoeducation regarding the significance of physical activity may need to extend beyond the dyadic members to the wider family to promote ‘doing it together’.
Shanshan Wang, Yang Fei, Yat Wa Justina Liu et al.· Age and Ageing· 0 citations
BACKGROUND
Digital professionalism has become increasingly relevant to nursing education as students engage with social media, generative artificial intelligence, and online platforms. However, the relationship between digital professionalism and professional identity formation among undergraduate nursing students remains conceptually fragmented and has not been comprehensively mapped.
OBJECTIVES
To map and synthesize the existing evidence on the relationship between digital professionalism and professional identity formation among undergraduate nursing students within nursing education settings.
DESIGN
A scoping review guided by the Joanna Briggs Institute (JBI) methodology, reported according to the PRISMA-ScR guidelines.
DATA SOURCES
MEDLINE (PubMed), CINAHL (EBSCO), EMBASE, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations and Theses Global were searched for studies published between January 2016 and March 2026.
REVIEW METHODS
Two reviewers independently screened and extracted data using the Population, Concept, Context framework. Findings were synthesized using thematic analysis.
RESULTS
Eighteen studies were included. Two themes were identified. Challenges included foundational structural gaps, blurred personal-professional boundaries, and intensifying issues related to Generation Z learners, influencer culture, and generative artificial intelligence. Opportunities demonstrated that guided digital engagement through social media initiatives, targeted digital pedagogy, virtual simulation, and critically informed influencer interactions can foster professional socialization, advocacy, belonging, and accountability.
CONCLUSIONS
Digital professionalism poses both challenges and opportunities for the professional identity formation of undergraduate nursing students. Without structured guidance and governance, digital engagement can fragment identity development. However, when embedded in intentional pedagogical frameworks and adaptive institutional policies, digital environments become active sites for professional socialization and identity growth. Nursing education must treat digital professionalism as a core, evolving competency integrated throughout the curriculum.
Mee Kie Maggie Chan, Yee-shui Bernice Law, Jung Jae Lee et al.· Nurse Education Today· 0 citations
