Aim This study explored the relationship between clinical learning environments (CLE), academic burnout, and satisfaction among undergraduate nursing students. Background Nursing students in Jordan face significant academic and psychosocial stressors, increasing their risk of burnout and disengagement. These challenges are worsened by limited clinical resources, strict supervision, and inconsistent educational support, emphasising the need for supportive CLE. Methods A cross-sectional, descriptive correlational design was used, and 536 undergraduate nursing students were recruited. Data were collected via online questionnaires from September 2024 to February 2025, incorporating the CLE Inventory, the Maslach Burnout Inventory–Student Survey, and academic satisfaction subscales. Results Participants reported moderate CLE perceptions (M = 137.3), low to moderate satisfaction with curriculum and supervision, and low to moderate burnout levels (M = 40.9). Significant correlations existed between CLE, burnout, and academic satisfaction (p < 0.05). Academic efficacy was a strong predictor of satisfaction with both curriculum (β = 3.67) and supervision (β = 0.269). Conclusion The study contributes vital insights into the association between CLE, burnout, and satisfaction in Middle Eastern nursing education, advocating for systemic educational reforms. Implications for nursing practice These findings emphasise the importance of creating student-centred clinical settings to support academic and professional success through structured preceptorships, stress management training, and tailored clinical learning.
Aim This study sought to evaluate the efficacy of 360° panoramic video technology for improving fundamental nursing skills acquisition. Background Traditional two-dimensional instructional videos in nursing skills teaching often fail to adequately present operational details. Virtual reality offers immersion but is costly and may cause motion sickness from head-mounted displays. In contrast, 360° panoramic video technology allows learners to interactively explore details from multiple angles using only a mouse, requiring no additional equipment while maintaining ease of use. However, its application in nursing skills training remains underutilised. Design A quasi-experimental study was conducted. Methods This study produced 360° panoramic videos on aseptic technique and urinary catheterisation. 132 first-year undergraduate nursing students used the videos during skills training. Their performance was compared with a previous cohort using two-dimensional videos. Questionnaires assessed cognitive load (National Aeronautics and Space Administration Task Load Index [NASA-TLX]), eHealth literacy (eHEALS), and user experience. Results The aseptic technique scores of the intervention group were significantly higher than those of the traditional teaching cohort (P = 0.007), though no significant improvement was observed in urinary catheterisation scores. Students reported high effort (67.01 ± 22.95), but low frustration (28.64 ± 21.70) on the NASA-TLX, and user experience ratings were consistently positive (all >4). The eHEALS score indicated high digital health literacy among participants (4.04 ± 0.73). Conclusion 360° panoramic video technology enhanced motivation, self-directed learning, and skill acquisition among students. Its broader integration into nursing education is recommended, supported by digital platform development and combined with case-based teaching.
Background Role adjustment has been identified as a key issue for enrolled nurses transitioning to registered nurse roles. Many studies have identified the existence of role confusion for this group, but none have explicitly examined the nature of this phenomenon. Aim To specifically explore how role adjustment is experienced as enrolled nurses transition to becoming registered nurses. Methods Using a qualitative descriptive approach, three focus groups involving 18 transitioning registered nursing students and five individual interviews with registered nurse graduates were undertaken. Data were analysed using reflexive thematic analysis informed by Braun and Clarke’s approach. Findings From the overarching theme of Role Confusion emerged four interrelated areas reflecting the uncertainty and disruption experienced by participants during the transition from enrolled nurse to registered nurse: uncertainty in professional identity, adapting to greater responsibility and autonomy, placements misaligned with transition needs, and managing concurrent work, study, and personal demands. Conclusions This study builds on prior knowledge on enrolled nurse to registered nurse transition beyond previously described role confusion for enrolled nurses, recognising the need for greater attention to the transition experiences of enrolled nurses as registered nurse students, particularly around the psychological and identity disruption they undergo.
Background Professional nursing values (NPVs) represent core beliefs and standards guiding nursing practise and decision-making. Understanding NPVs within specific healthcare contexts is essential for workforce development. This study examined NPVs among nurses in Northern Italy, a region with distinct healthcare system characteristics Purpose To explore the distribution and determinants of professional values among nurses. Methods A cross-sectional survey was conducted among registered nurses recruited through the Provincial Nurses' Council of Northern Italy (May–June 2024). Participants completed the validated Italian version of the Nurses Professional Values Scale-3 (I-NPVS-3). Of 6154 invited nurses, 1263 accessed and completed the survey (response rate: 21.0%); 147 met the strict inclusion criteria for the effective analytical sample (effective response rate: 2.4%) Findings Among 1263 respondents (90.5% female; mean age 38.4±10.2 years), the Caring subscale scored highest (M = 4.52, SD = 0.48), followed by Professionalism. Activism scored significantly lower (M = 3.87, SD = 0.64, p < 0.001). The effective analytical sample (n = 147) meeting strict inclusion criteria showed significant gender differences, with male nurses scoring lower overall (average marginal effects: −4.4 points; 95% CI: −7.2 to −1.5; p = 0.008). Discussion Gender- and role-based differences suggest that professional values are not uniformly internalised, potentially affecting leadership, ethics, and team dynamics. Conclusion Findings suggest the need for targeted professional development interventions, particularly mentorship programs and institutional policy engagement structures, to strengthen nursing activism competencies within the Italian healthcare context. Results contribute to international discourse on NPVs across diverse healthcare systems.
Introduction Mass casualty incidents exert intense pressure on hospital systems, demanding quick decision-making in uncertain situations. While hospital-wide command and emergency department triage are well established, the intensive care unit’s time-critical actions during the first hours are relatively less defined, despite their crucial role in maintaining hospital throughput. Context The paper is set within a 300-bed metropolitan tertiary trauma hospital in New South Wales. The mass casualty events Two civilian mass casualty incidents (MCIs) are examined: a mass stabbing in April 2024 and a mass shooting in December 2025. In both events, intensive care unit (ICU) teams rapidly created surge capacity through expedited patient step down, forward deployment of staff and equipment, and deliberate preparation of intensive care bed spaces to maintain patient flow. Key issues and discussion Key issues are examined under four concepts that highlight operational strengths and learning: enablers and what worked; barriers to preparedness, reliance on lived experience; gaps in evidence and policy; limitations of existing MCI training in the ICU context Implications for nursing practice Locally developed tools such as role-specific checklists, cognitive aids, and first-hour prompts can support ICU nursing decision-making under high cognitive load. When integrated into brief, unit-based training activities, these tools boost confidence, role clarity, and preparedness. Recommendations and conclusion ICU preparedness should explicitly operationalise the first hours of MCI response, prioritise frontline leadership, and embed scalable training supported by concise surge playbooks and routinely rehearsed cognitive aids. These approaches convert experience into repeatable capability, supporting safe and timely critical care during future MCIs.
Background Delirium is an underdiagnosed, acute disturbance in cognition that disproportionately affects older adults, particularly when hospitalised. Delirium remains poorly understood by many healthcare professionals, patients, and carers. The Prevention and Early Delirium Identification Toolkit (PREDICT) is an online resource to connect carers to support and information. By prefacing the voices of carers and embedding their lived experience into the design process, we sought to advance a more inclusive and responsive approach to delirium care. Aim The aim of this eDelphi study was to validate the redeveloped online resource for use to connect and assist carers of older adults at risk of delirium. Method Online questionnaires, informed by the Credible and Usable Evaluation of Patient Education Tool, gathered information about the usability and quality of PREDICT. Findings Six carers provided feedback over two rounds, highlighting varied responses to several components. While the carer support resources were endorsed as relevant and useful, the delirium screening tool instructions did not reach consensus in the first round due to the instructions being unclear. Modification to the instructions improved the tool’s practical usability in the second round. Discussion This eDelphi validation study used expert consensus to refine the usability and quality of redeveloped PREDICT, ensuring that it remains accessible and inclusive in supporting carers of older adults at risk of delirium. Conclusion Ongoing end-user engagement is vital to strengthen adoption, credibility, and impact, supporting more effective, person-centred digital care.
Background Nursing students often report difficulty understanding and applying research evidence, limiting evidence-based practice capability. Podcasts are an accessible method for research dissemination, and generative artificial intelligence (GenAI) may offer a scalable approach to developing research-focused podcasts within curricula. Aims To assess the feasibility of integrating GenAI-assisted research podcasts into nursing curricula as supplementary learning resources. A secondary objective examined associations in students’ self-reported competencies. Methods A nonrandomised pre-post study was conducted in two entry-to-practice nursing programs at one Australian university. Episodes were released weekly as additional resources. Students completed the Student Evidence-Based Practice Questionnaire at semester commencement and completion. Independent-samples t-tests compared mean differences between independent pre- and post-semester samples. Findings All episodes were delivered alongside weekly content. Among post-survey respondents, 91% reported listening to at least one episode (M = 4.8; SD = 2.80). A total of 157 surveys (71 pre; 86 post) were analysed. Overall scores were higher in the post-sample by 0.29 points (95% CI −0.01 to 0.59; p = 0.062). A significant difference was observed in the skills subdomain (0.44; 95% CI 0.09 to 0.79; p = 0.013); other subdomains showed nonsignificant changes. Greater engagement was associated with higher post-semester total scores (r = 0.39; p < 0.001). Discussion Implementation was feasible, and post-semester respondents reported higher research appraisal scores. However, effects should be interpreted cautiously, as causal inference was limited by the nonrandomised design and unpaired samples. Conclusion GenAI-assisted research podcasts appear feasible as a low-barrier resource with potential to support research literacy in nursing students.
Background Regional Australians have higher skin cancer incidence and associated mortality than metropolitan populations. Nurse-led and mobile health models offer innovative solutions to improve skin cancer detection in these communities. Aim To describe the clinical outcomes of a nurse-led, mobile skin check clinic in regional South Australia. Methods Primary care nurses in regional South Australia were trained to conduct dermoscopic skin checks and deliver nurse-led mobile clinics at community events. Consumers completed a validated skin cancer risk survey, and those with suspicious lesions identified were advised to seek follow-up. Findings Twenty-nine regional primary care nurses completed dermoscopy training. Seven clinics were provided in six regional towns. A total of 637 people received a skin check, and 611 (95.9%) completed the survey. Overall, 151 (24.7%) participants were considered either above or very much above the average risk for melanoma, and 272 (44.5%) for keratinocyte cancer. A total of 297 lesions suspicious for malignancy were identified in 172 (27%) people. Of 102 people (70.8%) who could be contacted and received follow-up care, 52 lesions were later confirmed as malignant. Discussion Mobile skin check clinics led by nurses are well-engaged by regional communities and enable early detection of lesions suspicious for skin cancer. To ensure effective follow-up care, a coordinated approach is required, involving collaboration with local nurse practitioners, general practitioners, and dermatologists. Conclusion A nurse-led mobile for skin checks is an innovative approach for improved access to screening for regional South Australians who are at increased risk of skin cancer.
Background Optimisation of heart failure guideline-directed pharmacotherapy improves clinical outcomes for individuals with heart failure. The coronavirus disease 2019 pandemic placed restrictions on in-person services and accelerated the adoption of virtual healthcare delivery, prompting re-examination of how advanced nursing practice can support patients requiring ongoing heart failure medication optimisation. Integrating virtual care into nurse practitioner–led services offers a scalable approach to medication titration while maintaining clinical safety and patient engagement. Aim To examine the outcome of heart failure medication optimisation via virtual healthcare delivery from a nurse practitioner and clinical pharmacist–led medication titration clinic during the COVID-19 pandemic. Methods A single-centre prospective observational cohort study was conducted in a heart failure nurse practitioner and clinical pharmacist–led titration clinic between April 2020 and April 2021 at The Prince Charles Hospital, Brisbane, Australia [blinded for review]. Primary outcome data included heart failure guideline-directed pharmacotherapy doses at baseline and study end, as well as clinical and demographic data. Secondary outcomes included hospital admission and mortality rates at 30 days and 6 months post-discharge from the clinic. Findings A total of 118 patients were included; 92 (78%) were male, with a mean age of 62 years (SD 14.4). Heart failure medication titration facilitated through virtual care significantly increased doses of guideline-directed medical therapy (p < 0.001). Conclusion Integrating virtual care into a nurse practitioner and clinical pharmacist–led titration clinic was associated with meaningful optimisation of heart failure pharmacotherapy in a real-world setting.
Background Gamification and game-based learning are increasingly used in continuing nursing education. However, their role among practising nurses regarding knowledge, performance-related outcomes, and professional development remains unclear. Aim To synthesise evidence on interventions incorporating gamification or game-based learning for practising nurses and associated educational and professional outcomes. Methods This review was informed by Joanna Briggs Institute guidance and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement and Synthesis Without Meta-analysis guidance. Searches were conducted in PubMed, CINAHL, MEDLINE, Scopus, Web of Science, and the Cochrane Library. Eligible studies involved practising nurses in post-registration or continuing education contexts. Methodological quality was appraised using Joanna Briggs Institute tools, and findings were narratively synthesised. Findings Of 1721 records identified, 1116 records were screened, 73 full texts assessed, and 32 studies included: 4 randomised, 22 quasi-experimental, pre-post, quality-improvement, or time-series, 4 observational or descriptive, and 2 qualitative or mixed-methods studies. Interventions included mobile applications, serious games, workshops incorporating gamification, board games, virtual environments, and escape rooms. Findings were mainly favourable for learner reaction, knowledge, confidence and performance-related outcomes. Evidence for behavioural transfer and service outcomes was limited. Discussion Evidence was most consistent for learner reaction and learning outcomes, while evidence of sustained practice change remained limited. Conclusion Gamification and game-based learning approaches may support continuing nursing education when aligned with clinical tasks and professional learning needs. Comparative studies with longer follow-up are needed.
Aim To explore the educational transformations required to integrate intersectional competence into nursing curricula, based on the situated experiences and proposals of nursing professionals. Background Contemporary healthcare requires nurses to develop equity-oriented competencies. While intersectionality is increasingly recognised as a valuable framework, its integration into nursing education remains limited and requires structural analysis. Design This study, underpinned by a critical research paradigm and the theoretical framework of intersectionality, adopts a descriptive qualitative design. While part of a larger Grounded Theory project, this paper focuses on a descriptive lens to systematise pedagogical transformations. The Standards for Reporting Qualitative Research guidelines were followed for reporting. Methods Conducted in Catalonia, Spain (2022–2023), the study involved 26 participants selected through theoretical sampling. Data were collected through 17 semistructured interviews and 2 focus groups. Data were analysed following Braun and Clarke’s six-phase recursive thematic analysis. Results Four interrelated themes emerged: (i) preparedness gap and diverging visions of competence; (ii) restructuring education, including curriculum and pedagogy; (iii) challenges related to educator multiplicity and pedagogical alignment; and (iv) institutional culture and organisational coherence. Conclusions The findings from this specific context suggest that integrating intersectional competence entails a systemic shift beyond curriculum changes, including a rethink of teaching methodologies and institutional frameworks. While situated within the Spanish nursing system, these insights offer a transformative perspective that may be transferable to other nursing education settings aiming to embed equity and social justice.
Background Gamification has recently demonstrated effectiveness in shifting nursing education from lecture-based models to learner-centred approaches. While it enhances skill acquisition, instructional methods for developing procedural skills remain diverse and inconsistent. Aim This study examined the effects of gamification-based educational materials on students’ understanding and application of nursing skills, knowledge, and procedures. Design A descriptive qualitative design was employed. Participants Eleven fourth-year nursing students from University A in Japan. Methods Participants were recruited through network sampling. They first completed a pre-game questionnaire on procedures and nursing techniques for position changes and feeding assistance. They then engaged in a game in which they cared for a simulated patient with paraplegia and hemiplegia, adjusting posture and assisting in feeding. After the game, they provided care to simulated patients using the same game scenario and completed a post-game questionnaire. Analysis was conducted using qualitative inductive reasoning. Changes in the students’ perception before and after the game were analysed to determine their understanding of the 51 care points outlined in the game scenario. Results Students reported improvement in skills such as observing the patient’s condition, judgement regarding appropriate timing, and understanding the treatment rationale. Additionally, the procedural points reported by students after the game were more detailed than those before the game, and students understood and retained the content. Conclusion Combining game-based teaching material with simulation experiences was effective in improving students’ understanding of nursing implications related to learning nursing skills and their rationales.
Background Continuing professional development (CPD) is key for quality patient care delivery, and in many jurisdictions, for annual renewal of registration. Some research has identified factors influencing nurses’ continuing education, but little has examined decision-making and outcomes of activities. Aim To describe nurses’ perceptions around perceived outcomes of continuing professional education and associated decision-making. Methods A descriptive qualitative study employing semistructured individual interviews with ten nurses. Findings Two themes emerged: (i) Seeking CPD opportunities and (ii) Delivery and outcomes of CPD, each comprising subthemes. Motivations varied among participants, reflecting personal and professional drive, as well as professional accountabilities. They sought relevance to their practice, intellectual challenge, new skills, and knowledge. There was a need for balance between organisational needs and career goals. Support from, and planning with, managers was fundamental. Financial issues and other responsibilities posed challenges in undertaking CPD. Reporting and reflection on activities were mixed, with some unaware of regulatory requirements. Conclusions Nurses undertake a variety of CPD activities, driven by both intrinsic and extrinsic factors, but there are associated challenges. Managers play a key role in working with nurses to plan and reflect on their learning needs and experiences. More work is needed to reinforce regulatory requirements and accountability for CPD, along with more related research.
Background Severe aortic stenosis (AS) is the most common valvular disease in the Western world, and without surgical intervention, it causes morbidity and mortality. Transcatheter aortic valve implantation (TAVI) is a treatment option for frail patients. Patient education pre- and postoperatively varies widely, and there has been no previous exploration of clinician perspectives on patient educational needs. Aim The aim of this study was to explore clinician perspectives on education for people undergoing TAVI and how it impacts surgery and recovery. The central research question was “What do clinicians perceive are the educational needs of patients undergoing TAVI before, during, and after their procedure?” Methods Qualitative interviews with a constructivist lens were used. Clinicians who provide care to patients undergoing TAVI and families at two TAVI centres in Melbourne, Australia, were invited to participate. Four nurses and three physicians participated in individual semistructured audio-recorded qualitative telephone interviews. Interviews were transcribed and thematically analysed. Findings Two themes resulted from the interviews. Theme 1: Current TAVI education practice, and Theme 2: Desired TAVI education practice. Key findings included the current paucity and inadequacy of written resources provided to patients undergoing TAVI, and the clear professional difference in opinions between nurses and doctors on whether such written resources are necessary. Discussion Nurses reported that written resources are needed to support patient recovery, while doctors were ambivalent about them. Clinicians had varying views about patient needs, which were clearly different between nurses and doctors. Conclusion Comprehensive hardcopy written resources for patients undergoing TAVI would support patient recovery and well-being.
Background Clinical supervision is widely recognised as a valuable method of workplace support and professional development. Effective supervision requires clinical supervisors to be trained on theory and practice. Oftentimes, training is interdisciplinary and may not address discipline-specific needs. Aim This study evaluated the implementation of a clinical supervision training program developed specifically for mental health nurses and informed by community and consumer involvement. Methods A convergent parallel mixed-method design was used. A purposeful sample of 18 mental health nurses who completed the training program participated. Data collection included the Acceptability, Feasibility, Appropriateness Scale and open-ended qualitative survey responses. Quantitative data were analysed descriptively, with exploratory correlation analysis, and qualitative data were analysed thematically. Findings Quantitative results identified that mental health nurses were satisfied with the clinical supervision training program. Qualitative feedback revealed two themes: (i) learning experience and (ii) relevance and impact of learning. Integrated findings indicated strong satisfaction with the training content and identified key considerations for translation to clinical practice. The discipline-specific clinical supervision training was acceptable and appropriate for mental health nursing practice. Discussion Discipline-specific training can effectively prepare clinical supervisors. However, successful translation to practice depends on organisational support beyond individual training. Conclusion While the training supported confidence and improved knowledge of clinical supervisors, further considerations for sustainable implementation of supervision in mental health nursing practice are required.
Background Access to voluntary assisted dying in Australia is affected by the availability of authorised and willing health practitioners. Nurse practitioners (NPs) play a vital role in helping patients and their families navigate voluntary assisted dying processes, but can be constrained by laws governing eligibility assessment, prescribing, and administration. Evidence about NPs’ experiences of, and willingness to participate in voluntary assisted dying in Australia, remains limited. Aim To explore NPs’ willingness to participate in voluntary assisted dying, and the factors that influence participation. Methods A convergent mixed methods study design using an online survey and semistructured interviews. Findings Forty-one NPs completed the survey, with a subsample of seven participating in an interview. Most participants had knowledge of and supported voluntary assisted dying. Three themes were identified from the interviews: (i) NP expertise and limitations, (ii) complex systems create access barriers, and (iii) human connection and relationships. Integrating the results confirmed that NPs are willing to participate in a range of voluntary assisted dying activities, particularly where those skills were part, or an extension of their current practice. Discussion NPs are open to engaging in voluntary assisted dying activities within their scope of practice. Their support reflects their professional ethical values and desire to minimise suffering at the end of life. Conclusion Voluntary assisted dying requires access to willing practitioners, and NPs are prepared to assist. With legislative amendment, greater NP participation could improve the sustainability of the workforce and enhance access.
Migration poses complex challenges for health systems, particularly in delivering culturally appropriate nutritional care. This mixed-methods cross-sectional study aimed to evaluate the perceptions of nutritional care among migrant service users and nutrition professionals in primary healthcare centres in Chile and to assess the effectiveness of a culturally tailored educational intervention. Quantitative data were collected using an adapted SERVPERF questionnaire administered to 16 migrant users (from Venezuela, Haiti, and Colombia) and 15 nutritionists. A pre-and postintervention assessment evaluated knowledge improvement. Qualitative data were obtained through semistructured interviews and were analysed thematically to identify key intercultural challenges. Results showed medium satisfaction across SERVPERF dimensions, with neutral empathy scores (mean 3.2). Language barriers, restrictive dietary recommendations, and limited culturally adapted resources were highlighted by migrants. Professionals reported moderate satisfaction but pointed to systemic constraints, including limited consultation time and insufficient intercultural training. The intervention significantly improved knowledge scores among migrants (p = 0.016). Additionally, t-tests revealed significant differences between users and providers in perceptions of reliability (p = 0.0036) and trustworthiness (p = 0.044). Findings underscore the importance of integrating intercultural competencies into professional training and adapting health services to the sociocultural context of migrant populations. Culturally tailored educational interventions enhance patient understanding and may contribute to more equitable healthcare delivery. (c) 2026 Australian College of Nursing Ltd. Published by Elsevier Ltd.
Background: Nurse-and midwife-led clinical trials are underrepresented in Australia and New Zealand, despite their potential to improve health outcomes and deliver economic value. Demonstrating the broader impact of such research is essential to inform policy and funding decisions. Aim: To assess the utility of the Framework to Assess the Impact from Translational health research (FAIT) in capturing the translational impact of nurse-and midwife-led randomised controlled trials through retrospective application to two exemplar studies. Methods: FAIT was retrospectively applied to the RSVP (nurse-led) and DAME (midwife-led) trials using three components: Modified Payback, Economic Analysis, and Narrative. Program Logic Models were developed to map trial activities and impacts. Data were triangulated from public sources and researcher interviews. Findings: Both trials demonstrated significant translational impact. RSVP showed measurable system-level benefits, including policy uptake and estimated cost savings, while DAME influenced clinical guidelines and consumer education. However, the absence of economic evaluation in DAME limited its ability to demonstrate broader system value. Discussion: FAIT enabled comprehensive impact assessment but highlighted challenges in retrospective data collection and the need for discipline-specific metrics. Conclusions: FAIT is a feasible and flexible framework for assessing the impact of nurse-and midwife-led trials. Prospective application and tailored metrics are needed to fully capture the value of research in these disciplines and support equitable investment. (c) 2026 The Authors. Published by Elsevier Ltd on behalf of Australian College of Nursing Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Background Clinical experience is an integral component of preregistration nursing education programs globally. There is a need to provide a more comprehensive understanding of the mentoring experience during clinical placement from the perspective of preregistration nursing students. Aim/objective The aim of this review is to explore preregistration nursing students’ experiences of mentorship during clinical placement. Design Integrative review methodology. Data sources Relevant online databases (CINAHL, Medline, Scopus, and ProQuest) were searched using a combination of keywords, yielding seven studies from peer-reviewed journals between 2014 and 2025 that met the inclusion criteria. Review methods After duplicates were removed, 501 abstracts were reviewed. Twenty articles were identified for full-text review. Of these, seven articles addressed the experiences of mentorship during clinical placement from the viewpoint of preregistration nursing students and were included in the review. Results The review of data generated four themes: (i) Enhancing support for nursing students, (ii) Providing meaningful feedback, (iii) Barriers to effective mentoring, and (iv) Sense of belongingness. Findings indicated that for mentoring to be effective, mentors need to provide support, foster a sense of belongingness in the clinical environment, and provide constructive feedback to students. However, in the clinical setting, factors such as staffing levels, workload, time, level of interest, and nurses’ own responsibilities create barriers to effective mentorship. Conclusion The primary aim of this review was to offer meaningful insights into the dynamics of the mentoring relationship in shaping the clinical learning experiences of preregistration nursing students. The findings highlight the critical role of mentors who are supportive, knowledgeable, and approachable in creating a positive learning environment where students feel valued and supported.
