Aim/Objective To develop the Missed Nursing Education Survey (MNE_S) and evaluate its initial measurement properties in assessing missed educational activities and their underlying reasons as perceived by nurse educators (NEs). Background Missed Nursing Education (MNE) refers to educational activities required in nursing education that are omitted or delayed. Despite its conceptual development, evidence on its measurement remains limited. Design A developmental and validation study guided by the COnsensus-based Standards for the selection of health Measurement INstruments. Methods Two sequential phases (2021–2025) involved a national sample of 409 NEs and additional samples of 19 NEs and 109 third-year nursing students from two purposively selected Nursing Degree Programmes. Results The MNE_S comprised Part A (26 items), assessing missed or delayed educational activities and Part B (21 items), identifying their perceived underlying reasons. Both parts showed good acceptability. Mokken analysis indicated moderate scalability for Part A (H = 0.461), while exploratory factor analysis suggested a four-factor structure for Part B, although subsequent confirmatory analysis provided limited support for this solution. The most frequently missed activities concerned clinical involvement, research and self-study, whereas student-facing activities were generally less frequently missed. Student-Related Barriers were the most frequently reported reasons. Both parts showed high internal consistency, while test–retest reliability findings suggested temporal stability of mean scores, although based on a small sample (n = 19). Higher MNE scores were associated with less favourable NE perceptions of student satisfaction, willingness to re-enrol and achievement of expected professional competencies. Conclusions The MNE_S provides initial evidence supporting its measurement properties and may help identify missed educational activities and their perceived underlying reasons. Further validation in independent samples and diverse educational contexts is required.
Aim To map what is known from existing literature about holistic student support services in nursing education, with attention to how these services are conceptualised, how they are located across ecological levels and what approaches are reported for facilitating student nurses’ well-being, academic success, retention and professional development. Background Student nurses navigate demanding academic, clinical, emotional, social and professional expectations while preparing for entry into a complex health workforce. Although student support is widely recognised as important for academic success, retention and well-being, support in nursing education is often fragmented or reactive, with the emphasis on academic remediation rather than on coordinated academic, psychosocial, clinical, relational and institutional support. Design A scoping review design was used. Methods The review was guided by Arksey and O’Malley’s methodological framework for scoping studies and reported using PRISMA-ScR. Bronfenbrenner’s Ecological Systems Theory served as a sensitising framework for mapping evidence. Searches were conducted across six databases. Results The search identified 4 312 records. After duplicate removal, screening and eligibility assessment, 22 studies were included. The evidence was organised into three overarching themes: the meaning of holistic student support in nursing education; ecological locations of holistic student support services; and approaches for facilitating holistic student support across the student journey. Conclusions Holistic student support in nursing education should be understood as coordinated facilitation of student success rather than narrow academic remediation. Nursing education institutions need proactive, integrated and equity-oriented support systems that promote student nurses’ well-being, academic success, retention, clinical learning and professional development.
Aim To identify competency domains and observable indicators for clinical preceptorship in nurse practitioner (NP) education, map them against external frameworks and identify evidence gaps. Background Clinical education for NPs depends on preceptors who integrate pedagogical expertise with advanced clinical practice, yet the competencies required for effective preceptorship have not been synthesised into a coherent framework. Design A scoping review conducted and reported according to established methodological and reporting guidance. Methods Nine bibliographic databases and ClinicalTrials.gov were searched to 18 June 2026, with eligibility defined using the population, concept and context framework and limited to the preceding ten years. Two reviewers independently screened, extracted and coded data. Indicators were mapped against four external frameworks, and methodological quality was assessed using the Crowe Critical Appraisal Tool. Results Fifty-eight sources were included; 34 provided direct NP-specific evidence and 54 (93.1%) originated in the United States. Eight competency domains comprising 41 subdomains and 48 observable indicators were identified. Frequently represented subdomains included clinical teaching and facilitation strategies (84.5%), professional identity and socialisation (75.9%) and formative feedback (74.1%). Culturally responsive teaching (19.0%), escalation and reporting (25.9%) and digitally supported assessment (6.9%) were less frequently reported. Most appraised sources were of moderate methodological quality (median Crowe score 28/40). Conclusions This review provides an evidence-informed foundation for NP preceptor development. However, the predominantly US-based and heterogeneous evidence requires international adaptation and empirical validation before the identified domains are adopted as a formal competency standard.
