Nurse Education Today最新文献

{"title":"Absenteeism among undergraduate nursing students: a scoping review","authors":"Eleni Kata ,&nbsp;Seema Reddy ,&nbsp;Rukshana Nisha ,&nbsp;Julie Reis ,&nbsp;Komal Kant ,&nbsp;Michelle Stubbs ,&nbsp;Ana Conikeli ,&nbsp;Atelaite Kateni ,&nbsp;Laisa Yavita ,&nbsp;Lavenia Raiwalui ,&nbsp;Luse Sivo ,&nbsp;Matelita Drokaasaqa Ravai ,&nbsp;Mereseini Kamunaga ,&nbsp;Natasha Ali ,&nbsp;Nikhat Shagufta Naaz ,&nbsp;Radhika Sami ,&nbsp;Rajesh Chandra ,&nbsp;Shobhna Mala ,&nbsp;Suraki Tavaita ,&nbsp;Vilimaina Takayawa ,&nbsp;Ritin Fernandez","doi":"10.1016/j.nedt.2026.107006","DOIUrl":"10.1016/j.nedt.2026.107006","url":null,"abstract":"<div><h3>Background</h3><div>Absenteeism among nursing students in classroom and clinical settings presents ongoing challenges to academic performance, clinical competency, and program completion. Understanding its causes, impacts and mitigation strategies is critical for improving student outcomes.</div></div><div><h3>Aim</h3><div>To map the existing literature on absenteeism among undergraduate nursing students. The objectives were (1) to identify the factors contributing to absenteeism; (2) to examine the academic, clinical, and professional impacts of absenteeism; and (3) to explore strategies used to address this issue.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted in four major databases, including MEDLINE (Ovid), CINAHL (EBSCO), EMBASE, PsycINFO (Ovid) and also in Google Scholar. Keywords included “nursing students,” “absenteeism,” “classroom attendance,” and “clinical placement”. Studies published in English between 2000 and 2024 were included. Titles, abstracts, and full texts were screened, and relevant studies were analysed using content analysis, consistent with JBI guidance for scoping reviews. Findings were subsequently mapped and categorised into three overarching domains: contributing factors, impacts, and strategies to address absenteeism.</div></div><div><h3>Results</h3><div>Twenty-six studies were included. Absenteeism in classroom and clinical settings reflected four broad factors: teaching and academic factors, personal and health factors, logistical and institutional factors, and social and cultural factors. Impacts of absenteeism included reduced academic performance, delayed progression, and diminished clinical competency and skill development. Strategies to mitigate absenteeism were categorised into five domains: academic and curriculum support, student engagement and motivation, student wellbeing and support services, governance and policy enforcement, and community, clinical, and collaborative engagement.</div></div><div><h3>Conclusion</h3><div>Absenteeism in nursing education is multifaceted and has an adverse impact on both academic and clinical outcomes. Addressing this issue requires a holistic, multi-level approach that combines academic support, student engagement, institutional governance, and collaborative partnerships. Further research is needed to evaluate the effectiveness of these strategies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107006"},"PeriodicalIF":4.2,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching beyond the binary: A qualitative descriptive study of nurse educators' perceptions on including gender diversity in undergraduate education","authors":"Jessica D. Collingburn ,&nbsp;Sharon L. Bourke ,&nbsp;Beverley Copnell","doi":"10.1016/j.nedt.2026.107007","DOIUrl":"10.1016/j.nedt.2026.107007","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education plays a pivotal role in preparing students to deliver culturally competent and inclusive care. Despite the increasing visibility of gender diverse individuals, many nursing curricula inadequately address their unique healthcare needs. This gap leaves both educators and students underprepared, contributing to healthcare disparities and a lack of culturally safe care for gender diverse populations.</div></div><div><h3>Aim</h3><div>To explore nursing educators' perceptions of including gender diversity in undergraduate nursing curricula.</div></div><div><h3>Design</h3><div>Qualitative descriptive.</div></div><div><h3>Settings, participants, and methods</h3><div>Semi-structured interviews were conducted with six nurse educators at an Australian university. Participants were purposively sampled, and data were analysed using thematic analysis to identify recurring themes and subthemes.</div></div><div><h3>Findings</h3><div>Three key themes emerged: (1) educators' perceptions of gender diversity content inclusion, (2) their preparedness to teach this material, and (3) their feelings about delivering it. Participants recognised the importance of gender diverse content in fostering culturally safe care and improving student preparedness. However, they highlighted significant challenges, including limited formal training, time constraints, and insufficient curricular integration. Educators often relied on personal experiences and self-directed learning to fill knowledge gaps. Many advocated for a more comprehensive and continuous inclusion of gender diverse content throughout the curriculum.</div></div><div><h3>Conclusion</h3><div>The findings underscore the urgent need for structured training, institutional support, curriculum reform, and national standards to better integrate gender diverse content in nursing education. This study offers valuable insights from the Australian context and calls for a shift toward sustained, institutionally supported approaches that prepare nursing graduates to deliver genuinely inclusive care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107007"},"PeriodicalIF":4.2,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Postgraduate education in acute specialty nursing practice: A scoping review","authors":"T. Armour ,&nbsp;A. Walker ,&nbsp;G. Burdeu ,&nbsp;P. Nicholson","doi":"10.1016/j.nedt.2026.107003","DOIUrl":"10.1016/j.nedt.2026.107003","url":null,"abstract":"<div><h3>Background</h3><div>Australia's growing demand for specialist nurses in acute care settings coincides with an aging population and rising prevalence of chronic and complex conditions. Postgraduate specialty nursing education plays a critical role in preparing nurses to meet these demands. However, in the absence of mandatory regulatory standards for most specialty areas, the landscape of postgraduate education remains diverse and under-examined.</div></div><div><h3>Aim</h3><div>This scoping review aimed to map and synthesise the existing literature on postgraduate education in acute care specialty nursing in Australia, identifying patterns, gaps, and implications for practice, policy, and future research.</div></div><div><h3>Methods</h3><div>Comprehensive literature search was conducted in MEDLINE Complete (EBSCO), CINAHL Complete (EBSCO), ERIC (EBSCO), PsycINFO (EBSCO) to identify relevant literature to postgraduate specialty nursing education. The review was guided by Arksey and O'Malley's framework and the Joanna Briggs Institute methodology. To structure and interpret findings, the PAGER framework was applied, enabling analysis across five domains: Patterns, Advances, Gaps, Evidence for practice, and Research recommendations. A total of 103 sources were thematically analysed, including empirical studies, discussion papers, and grey literature published since 1986.</div></div><div><h3>Results</h3><div>Five overarching themes were identified: (1) facilitators and barriers to enrolment and completion; (2) integration of education and healthcare systems; (3) curriculum design variability; (4) course outcomes including career progression, learner development, and patient impact; and (5) evolving trends in nursing education and technological integration. Key gaps were identified in standardisation, clinical-academic collaboration, learner support, and evaluation of patient outcomes linked to postgraduate qualifications.</div></div><div><h3>Conclusion</h3><div>Despite advancements in postgraduate specialty nursing education, significant inconsistencies and structural barriers persist. Strengthening academic-health service partnerships, standardising curriculum frameworks, and enhancing learner and organisational readiness are essential to ensure quality, sustainability, and responsiveness of nursing education in high-acuity settings. Further research is warranted to examine the impact of postgraduate education on patient outcomes and healthcare workforce resilience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107003"},"PeriodicalIF":4.2,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An integrative educational framework to enhance logical reasoning and cognitive skills in undergraduate nursing students: A constructivist grounded theory approach","authors":"Chin-Yen Han ,&nbsp;Chun-Chih Lin ,&nbsp;Han-Chang Ku ,&nbsp;Ya-Ling Huang","doi":"10.1016/j.nedt.2026.107004","DOIUrl":"10.1016/j.nedt.2026.107004","url":null,"abstract":"<div><h3>Aim</h3><div>The study aimed to explore an educational and learning approach that integrates bioscience concepts, utilizing concept maps and situated cases, to systematically enhance the progression from lower- to higher-order cognitive and logical reasoning skills, thereby strengthening clinical decision-making among undergraduate nursing students.</div></div><div><h3>Background</h3><div>Students' cognitive development from their previous learning experiences is often limited, resulting in difficulty retaining knowledge related to biosciences and care. These limited opportunities to develop logical reasoning and cognitive skills during prior learning can hinder students' clinical judgment and professional growth.</div></div><div><h3>Methods</h3><div>A constructivist grounded theory approach was employed to conduct individual interviews, facilitating qualitative data collection from 17 undergraduate nursing students through purposive and theoretical sampling. Data was analyzed using a constant comparative analysis methodology, involving initial, focused, and axial coding. Credibility, originality, resonance, and usefulness criteria affirmed the study's trustworthiness. The study was conducted from January to June 2024.</div></div><div><h3>Results</h3><div>The educational approach enhances students' logical reasoning and cognitive abilities with integrated concepts. Emphasizing concept mapping, this methodology allows students to engage in a logical reasoning process that includes deductive, inductive, and abductive reasoning. Such an approach fosters cognitive skills development, enabling students to create concept maps for specific scenarios and implement effective care interventions. Based on the findings, this novel framework has been termed the Bioscience Concepts-Visual Hypotheses-Concrete Applications (B-V-C) model.</div></div><div><h3>Conclusions</h3><div>The B-V-C learning model enhances cognitive and logical thinking skills by blending bioscience concepts, visual hypotheses, and practical applications. However, cognitive overload during the learning process may hinder students' ability to integrate complex bioscience concepts effectively, potentially impacting their learning outcomes. Additional research is needed to assess the effectiveness of the B-V-C learning model across diverse populations and explore factors influencing its implementation and efficiency in enhancing cognitive and logical reasoning skills.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107004"},"PeriodicalIF":4.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming a midwife – A phenomenographic study of students' conceptions of learning within a midwifery continuity of care experience project","authors":"Maria Ekelin ,&nbsp;Maria Ekstrand Ragnar ,&nbsp;Pernilla Ny ,&nbsp;Christine Rubertsson ,&nbsp;Helena Tern ,&nbsp;Li Thies-Lagergren","doi":"10.1016/j.nedt.2026.107001","DOIUrl":"10.1016/j.nedt.2026.107001","url":null,"abstract":"<div><h3>Background</h3><div>Midwifery continuity of care (MCoC) is a key aspect of woman-centred midwifery care, associated with improved outcomes for both women and midwives. In many countries, maternity care is fragmented, and MCoC uncommon in clinical practice and midwifery education. To address this gap, a pedagogical project entitled “Midwifery Student All the Way” was introduced in a midwifery programme in southern Sweden. The project was designed to provide students with MCoC experience throughout pregnancy, birth, and postpartum care.</div></div><div><h3>Aim</h3><div>This study aimed to describe midwifery students' conceptions of learning within a pedagogical midwifery continuity of care project.</div></div><div><h3>Design</h3><div>A qualitative study with a phenomenographic approach was conducted to explore midwifery students' conceptions of the skills they acquired through participation in the project.</div></div><div><h3>Method</h3><div>Focus group interviews were conducted with a total of 22 students at the end of their education. Data were analysed using the seven-step phenomenographic method.</div></div><div><h3>Results</h3><div>Five categories and thirteen conceptions were identified. The result showed that students developed knowledge in a unique way through relational learning and by being with the women. The students needed to navigate challenges and create their own role in the project. They benefited from a collaborative experience with their peers contributing to their learning.</div></div><div><h3>Conclusion</h3><div>The midwifery continuity of care experience project was proven beneficial for student-centred learning, even within a fragmented context of clinical healthcare placement and in a developing phase. Students described participation in the MCoCE project, which offered continuous engagement with women during childbearing, as highly enriching their learning through active involvement, thus boosting and strengthening their professional confidence and identity.</div><div>They described a possibility to develop meaningful relationships, internalise the core principles of midwifery, and acquire essential clinical competencies and perspectives that often are less accessible through ordinary education. Identified challenges must be addressed when formalising the project.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107001"},"PeriodicalIF":4.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilizing global networked learning as a teaching approach for nursing students to engage in providing affirming care","authors":"Roya Haghiri-Vijeh ,&nbsp;Jan Camille Alcalde ,&nbsp;Alice Wong ,&nbsp;Karen A Campbell","doi":"10.1016/j.nedt.2026.106991","DOIUrl":"10.1016/j.nedt.2026.106991","url":null,"abstract":"<div><div>Globally Networked Learning (GNL) was used to engage nursing students on different continents. This collaboration involved utilizing the asynchronous Sexual Orientation Gender Identity Virtual Simulation (SOGI VS), focused on providing affirming nursing care for 2S LGBTQIA+ communities. Learnings from the SOGI VS tool were integrated to engage students in reflective learning and constructive feedback between peers that yielded insights and potential areas for improvement in fostering affirming care for 2S LGBTQIA+ communities. This overview summarizes how GNL can be utilized as a unique pedagogical tool to be incorporated into nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106991"},"PeriodicalIF":4.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital professionalism and the evolving identity of nursing students in the social media era","authors":"Edmond Pui Hang Choi","doi":"10.1016/j.nedt.2026.107002","DOIUrl":"10.1016/j.nedt.2026.107002","url":null,"abstract":"<div><div>This paper explores the complex interplay between nursing students' personal and professional identities in the digital age and offers strategies for fostering digital professionalism within nursing education. In an era of pervasive digital connectivity, the boundaries between personal and professional identity have become increasingly fluid—especially for Generation Z nursing students. As digital natives, they navigate platforms like Instagram, TikTok, and YouTube not only for self-expression and community building but also, often inadvertently, as emerging representatives of the nursing profession. While social media offers space for creativity and connection, it also introduces risks: privacy breaches, online harassment, and the erosion of professional boundaries. A nursing student's personal post—even if non-defamatory and unrelated to clinical work—can be perceived as reflective of their profession or institution if their identity as a nursing student is publicly known. This illustrates the growing tension between personal expression and professional visibility in digital spaces. Many students view their online presence as separate from their academic roles, yet public and institutional expectations often hold them to higher standards, scrutinising even legally protected speech. Besides, the rise of student influencers further complicates this landscape. While their content can enhance peer learning and challenge stereotypes, it also invites reputational risk, ethical concerns, and potential misinformation—especially when personal posts or unvetted educational advice conflict with professional norms. Despite these risks, digital professionalism remains a vague and inconsistently applied concept, with nursing students frequently judged more harshly than peers in other disciplines. To meet these challenges, nursing education must move beyond risk-averse policies and embed digital professionalism as a core, developmental component of the curriculum. Reflective, iterative approaches—paired with robust support for educators—can empower students to build a confident, ethical digital presence. Rather than silencing student voices, digital professionalism should equip them to engage online with integrity, preparing them for a world where personal and professional identities are inseparably intertwined.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107002"},"PeriodicalIF":4.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and validation of the psychological safety in nursing simulation (PSSANS) tool","authors":"Sook Jung Kang ,&nbsp;Hye Young Min ,&nbsp;Chong Min Hong","doi":"10.1016/j.nedt.2026.106993","DOIUrl":"10.1016/j.nedt.2026.106993","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students frequently experience psychological pressure during simulation-based education, and promoting psychological safety in these settings may improve learning effectiveness.</div></div><div><h3>Aim</h3><div>This study aims to develop and validate the Psychological Safety in Nursing Simulation (PSSANS) tool for undergraduate nursing students.</div></div><div><h3>Design</h3><div>This was a methodological study.</div></div><div><h3>Methods</h3><div>An initial pool of 28 PSSANS items was developed through a literature review. Content validity was evaluated in two rounds by a five-expert panel, retaining items with a content validity index (CVI) of ≥0.80. Two items were added after the first round based on expert recommendations, and all 30 items met the CVI threshold in the second round. A pretest involving 20 nursing students was conducted to assess item clarity and completion time. Subsequently, data from 366 nursing students with prior simulation experience were used to examine validity and reliability using item analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), convergent validity, and internal consistency testing.</div></div><div><h3>Results</h3><div>EFA revealed a 21-item, 4-factor structure accounting for 59.8% of the total variance, and CFA supported its construct validity. Convergent validity was demonstrated by a significant negative correlation with the Penn State Worry Questionnaire. The PSSANS showed acceptable internal consistency, with an overall Cronbach's α of 0.757 and subscale α values ranging from 0.622 to 0.889.</div></div><div><h3>Conclusions</h3><div>The PSSANS is a valid and reliable tool for assessing psychological safety in nursing simulation settings and may help nursing educators foster psychologically safe learning environments and enhance educational outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106993"},"PeriodicalIF":4.2,"publicationDate":"2026-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring resilience in doctoral students: A mixed methods evaluation of the wellbeing shelf","authors":"James McMahon,&nbsp;Susie Wilkie,&nbsp;Shannon Porter,&nbsp;Joanne Blair,&nbsp;Sophie Crooks,&nbsp;Shannon Copeland,&nbsp;Melanie Harrington,&nbsp;Clare Hughes,&nbsp;Gary Mitchell,&nbsp;Christine Brown Wilson,&nbsp;Deirdre O'Neill","doi":"10.1016/j.nedt.2026.106994","DOIUrl":"10.1016/j.nedt.2026.106994","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctoral students frequently encounter high levels of stress, isolation, and psychological distress, often leading to programme withdrawal. Resilience has been identified as a protective factor that can enhance student wellbeing. Despite growing concern for the mental health of doctoral students, interventions tailored to their specific needs remain limited. This study aimed to evaluate the impact of a co-designed digital resource, <em>The Wellbeing Shelf</em>, on the resilience and wellbeing of doctoral nursing and midwifery students and to explore their experiences of engaging with the resource.</div></div><div><h3>Methods</h3><div>An explanatory sequential mixed methods design was employed. Quantitatively, 24 doctoral students completed the Connor-Davidson Resilience Scale (CD-RISC 25) and the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS) at baseline; 19 at 6-weeks, and 15 at 12-weeks. Repeated measures ANOVA was employed to assess changes over time. Qualitatively, two focus groups were conducted to explore user experiences, with data analysed using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Resilience (CD-RISC 25) and wellbeing (SWEMWBS) scores increased over the 12-week period, though only improvements in wellbeing reached statistical significance (<em>p</em> &lt; .05). Three key themes emerged: (1) Identification as a Doctoral Student, highlighting stress, time pressures, and the importance of peer connection; (2) Acquisition of Knowledge vs Accessibility, indicating a disconnect between wellbeing awareness and engagement with digital resources; and (3) Areas for Future Development, calling for greater accessibility and awareness of services, and partnership between students and academics in future work in the area. Students valued that the resource was co-designed and identified opportunities to enhance accessibility, especially for international students.</div></div><div><h3>Conclusion</h3><div>The Wellbeing Shelf showed promise as a proactive tool to support doctoral students' wellbeing. Its co-designed, accessible format was positively received, though awareness and engagement remain key challenges. Future development should incorporate doctoral student input and address the diverse, intersectional needs of this population to optimise impact and uptake.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106994"},"PeriodicalIF":4.2,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers and facilitators of clinical nursing education in the 21st century: A qualitative systematic review","authors":"Sylivia Nalubega ,&nbsp;Clement Munguiko ,&nbsp;Manju Varghese ,&nbsp;James Kateregga ,&nbsp;Alice Collete ,&nbsp;Enos Mirembe Masereka ,&nbsp;Josephine Namujju ,&nbsp;Safina Akello ,&nbsp;Suthan Pandarakutty","doi":"10.1016/j.nedt.2026.106992","DOIUrl":"10.1016/j.nedt.2026.106992","url":null,"abstract":"<div><h3>Background</h3><div>Clinical nursing education is central to preparing competent healthcare professionals. However, it continues to face persistent challenges, particularly in aligning theoretical instruction with practical application. This review synthesizes qualitative evidence on the barriers and facilitators of clinical nursing education from the perspectives of students and instructors.</div></div><div><h3>Objective</h3><div>To explore and synthesize qualitative findings on the factors that hinder or enhance clinical nursing education in the 21st century.</div></div><div><h3>Methods</h3><div>A qualitative systematic review was conducted following the Joanna Briggs Institute (JBI) methodology. A comprehensive search across five databases (CINAHL, MEDLINE, SCOPUS, PsycInfo, and E-Book Nursing Collection) identified 1738 records. After screening and quality appraisal, 25 studies published between 2001 and 2023 were included. Data were extracted using NVivo and synthesized using the JBI meta-aggregation approach.</div></div><div><h3>Results</h3><div>Three synthesized findings emerged: (1) learner preparedness, support, and resilience in navigating clinical nursing practice; (2) mentor role clarity, preparedness, and collaborative support; and (3) institutional readiness and environmental alignment for effective clinical nursing education. Key barriers included inadequate student preparation, theory-practice gaps, mentor role ambiguity, insufficient institutional support, and unsupportive clinical environments. Facilitators included supportive mentorship, immersive clinical learning, academic-clinical collaboration, and structured learning environments.</div></div><div><h3>Conclusions</h3><div>Clinical nursing education is shaped by a complex interplay of learner, mentor, and institutional factors. Addressing these challenges requires a holistic approach that includes faculty development, curriculum reform, improved clinical environments, and strengthened academic-clinical partnerships. This review provides evidence-based insights to inform policy, practice, and future research aimed at enhancing the quality and effectiveness of clinical nursing education.</div></div><div><h3>Systematic review registration</h3><div>Our review protocol was registered with and can be accessed from PROSPERO, registration number: CRD42023460246. No changes were made to the registered protocol.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106992"},"PeriodicalIF":4.2,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146004770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}