Introduction People with bleeding disorders (PwBd) and their caregivers face many challenges in developing viable self‐management strategies for living with the condition. Nurse‐led education can support them to overcome these challenges. However, it is often unclear what educational needs are addressed, how nurses educate PwBd and what didactic concepts they follow. Aim To gain deeper insights into nurse‐led patient education in haemophilia care and provide a basis for a more systematic and evidence‐based approach to this task. Methods A scoping review methodology was used. A systematic search for relevant publications on this topic was conducted in various databases between November 2020 and April 2021. Data sets were analysed following the PRISMA‐ScR‐checklist and using content analysis. Results Of 588 studies identified, 23 sources of evidence met the inclusion criteria. The educational needs of PwBd and their families are extensive, multifaceted, and variable but rarely assessed systematically. These needs were met at certain times throughout their lifetimes. Nurse‐led education differed in content, duration, and modality, including interventions such as information, consultation and instruction. An improvement in treatment‐oriented self‐management and self‐efficacy was the most reported outcome. The didactic concepts on which the educational interventions were based were rarely specified. Conclusions There is a lack of systematic approaches in assessing and addressing the educational needs of PwBd and their caregivers. High variability was found in the literature regarding nurse‐led patient education in haemophilia care. This suggests that more research is needed on this topic – not least on the interventions' conceptual foundations and impact models.

Despite the proximity of both countries, Danes and Germans differ in the level of trust in their government. This may play a role with respect to the disruptive impact of the COVID-19 pandemic on university students. This study investigated the association between trust in governmental regulations, trust in university regulations, risk perceptions, and academic frustration among Danish and German students. As part of the COVID-19 International Student Well-being Study, an online survey was distributed among university students in participating European and non-European universities. In Denmark, 2945 students and Germany, 8725 students responded to the questionnaire between May and July 2020. Students from both countries reported approximately the same level of academic frustration concerning their progress and quality of education. However, German students perceived a higher risk of contracting SARS-CoV-2 compared to Danish respondents. Danish students showed higher trust in their government’s COVID-19 regulations than German students. Lower trust in government and university COVID-19 regulations and higher risk perception were associated with higher academic frustration. These results indicate that the level of trust in COVID-19 regulations might have an impact the overall frustration of students regarding their study conditions.