nursing education essay

Nursing Education Essay

Nursing Education : The Continuum Of Education In Nursing

later, it is clear that I have learned a substantial amount of information that I will use throughout my other nursing courses along with the remainder of my nursing career. A review of Concepts: Professionalism, Modules #1 and #2, with reasons of becoming a nurse was a great way to start the semester. As Beck, (2000) p 320 explains in one of her studies, “Nursing students chose nursing for job opportunities/security, the most frequently cited reason followed by helping others and working with people

Nursing Education

1.1 AIMS OF NURSING EDUCATION This concept was taken from module 1” Introduction to Nursing education“, sub-topic 1”Concepts of nursing education“. Nursing education can be defined as a practical and theoritical training given to either student nurses or nurses with the sole aim of preparing them towards carrying out their profesional duties as nurses. In my explanation I included nurses because nursing education is not meant for student nurses alone, even the registered nurses can still undergo

gain independence as rapidly as possible -the concept of nursing according to Virginia Handerson (1958) The essential components of professional nursing practice (according to ANA) include care, cure and coordination. Nursing is based on scientific principles and an art i.e. composed of skills that require expertisedness and proficiency of their execution. Nursing is a dynamic, therapeutic and educative process in

The Importance Of Nursing Education

Nursing education has come a long way over the years. In fact it has been chancing and growing at an unprecedented rate since the 1980’s. Nursing education also has undergone changes to keep pace and to prepare leaders who are highly educated and technically sharp decision-makers and clinicians. Factors driving the transformations include new medical and technological advances, new health care delivery systems, and expanded roles for nurses. Nurses are the largest single group of health care professionals

Organizational Impact On Nursing And Nursing Education

Impacts on Nursing and Nursing Education Alana Bucy (QSEN), Dario Bilog (AACN), Izabella Carithers (IOM) Achieving Professionalism I Dr. Garrett   Nursing and Nursing education has evolved tremendously through history. Many professional organizations directly influenced the practice of providing quality care to the public and propelled Nursing to the profession that it is today. Among these groups are the Quality and Safety Education for Nurses (QSEN), American Association of Colleges of Nursing (AACN)

Importance Of Education In Nursing

The choice I made to pursue an education in nursing did not occur during childhood. In fact, I made this decision when I was 34-years-old and had two children of my own. I have never worked in a healthcare facility, so my knowledge of the nursing profession was limited to receiving care from nurses myself and being involved while my loved ones received care from nurses. For this reason, prior to this semester, I was relatively ignorant regarding how the nursing profession looks from the inside

Accredit Nursing Education

Nursing is a profession where you promote health and care for the ill. It is one of the most rewarding yet most complex professions there is with a wide variety of units and roles to choose from. However, many times when nurses practice in specialty fields or have special interests they subsequently have a desire to work with collogues who also share the same interests and later accompany an organization together. Nursing organizations give nurses an opportunity to get a bigger image of what nursing

Nursing Education Interview

with a Master’s degree in nursing education. She is a clinical educator at Deer Valley- campus and is enrolled as a post-graduate for leadership innovation. The person was chosen because of her advanced skills and education insight at the Master’s level of nursing. In this interview, the information provided will contain personal achievements and advice with the crucial competencies needed for success and growth, and words of wisdom for success at the Master’s level in nursing. Overview of Career The

Magnet Nursing Education

patient mortality rates would decrease by 10.9%. Nursing education also correlates into better patient safety rates for Magnet status hospitals as shown in the article Patient Falls: Association with hospital Magnet status and nursing unit staffing, (Lake) discussed that magnet hospital fall rates were 5% lower than non-magnet hospitals. Another important distinction that establishes quality within a Magnet organization, besides higher nursing education is the organizational structure itself, demonstrated

Value Of Education In Nursing

their health. Nurses must excel in nursing to be certified in administering medicine and care to patients. Nurses will put their time and effort for patients to receive quality care and better health outcomes. Education, compassion, and communication are essential tools for nurses that ultimately give their best care to patients in healthcare. Education is key for nurses to gain knowledge and experience in nursing to supply care to patients. By having an education, nurses affect patients and build

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Nursing Essay Examples

Nursing Essay Examples That Will Help You Write a Stellar Paper

Published on: May 6, 2023

Last updated on: Jan 29, 2024

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Many nursing students struggle with writing effective nursing essays, which are an essential part of their education and professional development.

Poor essay writing skills can lead to low grades and an inability to effectively communicate important information.

This blog provides a comprehensive guide to writing nursing essays with examples and tips for effective writing. Whether you are a nursing student or a professional looking to improve your writing skills, this blog has something for you. 

By following the tips and examples provided, you can write compelling nursing essays that showcase your dedication to the field.

Let’s get started.

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What is a Nursing Essay?

A nursing essay is a type of academic writing that aims to explore a particular topic related to nursing. It also presents a clear and concise argument or viewpoint supported by evidence. 

Nursing essays can take many forms, including:

• Descriptive essays
• Reflective essays
• Analytical essays
• Persuasive essays

What is the Importance of the Nursing Essay?

Nursing essays are important for several reasons. First, they help nursing students develop critical thinking skills by requiring them to analyze and evaluate information.

Second, they help students develop research skills by requiring them to locate and use credible sources to support their arguments. 

Third, nursing essays help students develop communication skills by requiring them to present their ideas clearly and concisely in writing. Finally, nursing essays are important for nursing education because they prepare students for the types of writing.

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To help students better understand how to write nursing essays, it can be helpful to review examples.

Below are some examples of nursing essays.

Nursing School Essay Examples

College Nursing Essay Examples

Graduate Nursing Essay Examples

Nursing Scholarship Essay Examples

Nursing Essay Conclusion Examples

Nursing Essay Examples of Different Fields

Nursing is a diverse field with many different specialties and areas of focus. As a result, nursing essays can take many different forms and cover a wide range of topics. 

Given below are some examples of different types of nursing essays:

Personal Philosophy Of Nursing - Essay Examples

Cal State Fullerton Nursing Essay Examples

Evidence Based Practice Nursing In Medical Field - Essay Examples

Leadership In Nursing And Healthcare Professionals - Essay Examples

Principles Of Professional Practice Of Nursing Professionals And Pharmacists

If you're seeking additional examples of nursing essays, you're in luck! 

Below are some more examples that can help you gain a better understanding of nursing essays:

Health Care And Reflective Models For Nursing - Essay Examples

History Of Nursing Essay Examples

Ethical Dilemma In Nurses Work - Essay Examples

Mental Health Nursing Essay Examples

Why I Want To Be A Nurse Essay

Working In A Team And Collaboration In Nursing

How to Write a Nursing Essay

Writing a nursing essay can seem daunting, but with the right approach, it can be a rewarding experience.

Here are the key steps involved in writing a nursing essay:

Understanding the Topic and Question

The first step in writing a nursing essay is to carefully read and understand the topic and question. 

This will help you determine what information you need to research and include in your essay. Make sure you understand any key terms or concepts related to the topic. Consider different perspectives or viewpoints that may be relevant.

Researching the Topic

Once you have a clear understanding of the topic and question, it's time to research. 

Start by gathering information from credible sources such as academic journals, textbooks, and government websites. 

Consider both primary and secondary sources, and make sure to take detailed notes as you read.

Organizing and Outlining the Essay

Once you have completed your research, it's time to organize your ideas and create an outline for your essay. 

Start by identifying the main points or arguments you want to make, and then organize them into a logical order that flows well. 

Your outline should include an introduction, body paragraphs, and a conclusion.

Writing the Essay

With your outline in place, it's time to start writing your essay. Make sure to follow your outline closely, and use clear and concise language that effectively communicates your ideas. 

Use evidence from your research to support your arguments, and cite your sources appropriately.

Editing and Revising the Essay

Once you have completed a first draft of your essay, take some time to edit and revise it. Look for any errors in grammar, spelling, or punctuation, and make sure your essay is well-organized and flows well. 

Consider asking a peer or instructor to review your essay and provide feedback.

What To Include In Your Nursing Essay

When writing a nursing essay, there are several key elements that you should include. Here are some important things to keep in mind:

• Introduction

Your introduction should provide a brief overview of the topic and purpose of your essay. It should also include a clear thesis statement that presents your main argument or point of view.

• Background Information

Provide some background information on the topic to help the reader better understand the context of your essay. This can include relevant statistics, historical information, or other contextual details.

• Evidence and Examples

Use evidence and examples from your research to support your arguments and demonstrate your knowledge of the topic. Make sure to cite your sources appropriately and use a variety of sources to strengthen your argument.

• Analysis and Evaluation

Provide analysis and evaluation of the evidence and examples you've presented. This can include discussing strengths and weaknesses, comparing and contrasting different viewpoints, or offering your own perspective on the topic.

Your conclusion should summarize the main points of your essay and restate your thesis statement. It should also offer some final thoughts or suggestions for further research or action.

Nursing Essay Topic Ideas

Choosing a topic for your nursing essay can be challenging, but there are many areas in the field that you can explore. Here are some nursing essay topic ideas to consider:

• The role of technology in nursing practice
• The impact of cultural diversity on healthcare delivery
• Nursing leadership and management in healthcare organizations
• Ethical issues in nursing practice
• The importance of patient-centered care in nursing practice
• The impact of evidence-based practice on nursing care
• The role of nursing in promoting public health
• Nursing education and the importance of lifelong learning
• The impact of nursing shortages on healthcare delivery
• The importance of communication in nursing practice

These are just a few ideas to get you started. You can also explore other topics related to nursing that interest you or align with your academic or professional goals. 

Remember to choose a topic that is relevant, interesting, and feasible to research and write about.

Tips for Writing an Effective Nursing Essay

Writing a successful nursing essay requires careful planning, research, and attention to detail. Here are some tips to help you write an effective nursing essay:

• Writing Concisely and Clearly

Nursing essays should be written in clear and concise language, avoiding unnecessary jargon or technical terms. Use simple language and short sentences to help ensure that your ideas are communicated clearly and effectively.

• Stating a Clear Thesis Statement

Your thesis statement should clearly state your main argument and provide a roadmap for the rest of your essay. It should be clear, concise, and located at the end of your introduction.

• Using Proper Citation and Referencing

Citing and referencing your sources is crucial in any academic writing, including nursing essays. Make sure to use proper citation and referencing styles, such as APA or MLA. Include a reference list or bibliography at the end of your essay.

• Seeking Feedback and Revising

Before submitting your nursing essay, seek feedback from peers, professors, or writing tutors. Use their feedback to revise and improve your essay. Make sure that it is well-structured, coherent, and effectively communicates your point of view.

By following these tips, you can write a nursing essay that demonstrates your knowledge and skills in the field.

In conclusion, writing a successful nursing essay requires careful planning, research, and attention to detail. 

To showcase your knowledge in the field of nursing, it is important to have a clear understanding of the topic at hand. When writing your nursing essay, be sure to include relevant examples, incorporate current research, and use proper citation and referencing. 

And remember , seeking feedback and revising your essay is key to ensuring that it effectively communicates your ideas and arguments.

If you need help with your nursing essay or any other type of academic writing, consider using our AI essay writer . 

Our nursing essay writing service can provide personalized support to help you succeed in your academic goals.

So, why wait? Contact us to get college essay writing help today! 

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How to Write an Admission Essay for Nursing School

The nursing school admission process is rigorous. One of the critical requirements for new applicants is an application essay, and writing a compelling nursing essay will give you a major head start over other nursing school candidates.

Once you have figured out why you want to be a nurse, all your memories, accomplishments, ambitions, and goals will align. Therefore, writing an essay on why you are interested in becoming a nurse and selecting a specific nursing college or university allows the admissions team to understand why they should choose you over other candidates.

A well-written, organized, and polished nursing school essay automatically increases your chances of acceptance. With thousands of applications destined for assessment and judgment by the admissions committee, you would want to make your application essay for the nursing school admission stand out.

We have admission essay-writing experts and consultants who, luckily, have compiled this intensive guide to help you write an intentional, focused, and perfect essay for nursing school.

Note: If you are in a hurry or you need direct assistance in writing your nursing college essay, please place an order and let our expert essay writers craft for you an original, engaging, and compelling nursing essay!

What Is a Nursing School Essay?

A nursing school essay is a written piece that demonstrates your interest in a nursing career and elaborates why you are the perfect fit for a specific nursing program.

Most nursing schools (colleges and universities) require aspiring students to write an application essay for nursing school admission. It is a personal essay submitted as part of the application process, which the admission officers review to determine if you can be accepted.

A good nursing school essay shows your interest in the nursing field, your chosen career path, why you want to pursue your nursing education through a specific nursing school program, and why you believe you should be accepted into the institution. It has to show why the entire process is crucial to you and why you are a worthy candidate to select for the nursing school program.

Sometimes, it is the only hope one has left, especially if the competition is stiff. Imagine a situation where the application materials such as grades, resumes, test scores, or recommendation letters are all qualified; a nursing school essay will be the only means to select the best out of the rest fairly.

Writing a perfect nursing essay will demonstrate that you are ready to go down the thorny path of training to become a nurse. Nursing education entails research and writing assignments, and a well-written essay demonstrates your readiness.

Helpful Information to Include in a Nursing Admission Essay

You are probably wondering what goes into an application essay for nursing school admission. Well, your nursing essay will answer an essay prompt from the university. Most colleges will specify the essay questions for college of nursing applicants for various levels of study (MSN, DNP, BSN, Ph.D., or ADN).

Below are some examples of what might be expected:

• Your goals and ambitions for a successful nursing career
• How do you plan to achieve your academic goals
• The specific reasons why you want to join the nursing field
• Reasons you are selecting the particular nursing school or program
• Personal accomplishments that set you apart as the right candidate
• Experiences and encounters that make you love nursing career
• Plans for the future once accepted
• Experience with medical training or patient care
• Character traits aligned to being a nurse
• How you are prepared to become a successful nurse
• Academic, personal, and career interests
• Any other reasons to convince the admissions committee to approve your admission

In some quarters, a nursing school application essay might be a statement of purpose, personal essay, or letter of intent. It is a chance to plead with the admissions committee to accept you into your dream nursing college or program. Having looked at what goes into it, it is also essential to cover the steps to writing a perfect and comprehensive admission essay for nursing school.

Structure of a Nursing School Essay

A nursing essay for admission into a nursing program or school follows the typical format of an academic essay. It is organized into three main sections: introduction, body, and conclusion.

Introduction

• This is the opening paragraph that has to impress your readers (admissions officers)
• It can make or break your admission essay or personal statement
• It should be direct to the point
• It is a roadmap that helps the readers to know what to expect as your story grows.
• Open it using an enticing quote, event, anecdote, or statement
• You are allowed to use personal pronouns such as I in the introduction and the rest of the essay
• It has 2- 3 and sometimes five paragraphs
• Elaborates the introduction
• Every paragraph has a unique opening sentence that is a mini-thesis statement.
• Bears the best ideas yielded in your brainstorming session
• It can be as long as your word limit allows but contributes to at least 70-80% of the word count
• Focuses on quality over quantity
• Has one idea or experience per paragraph
• You should mention the skills you intend to develop and how they will help you become a successful nurse
• Connect the skills and experiences to the program and your future career
• Summarize and emphasize the main ideas
• It should be captivating and insightful
• Conveys a sense of closure to the readers
• Invites the readers to reflect on the ideas in your essay
• Creates one last lasting impression on the readers

Outline for a Nursing School Essay

A good nursing school essay outline should give you directions that help you visualize what the essay will look like in its final draft.

If you are writing a nursing essay, having the outline is the first thing you do after brainstorming (as shown in the steps).

It helps you to figure out how to arrange the ideas and points in the essay for a better flow. You can develop each section independently, regardless of the sequence, and still have a quality essay. 

In most cases, the outline is meant for personal consumption, especially when writing a personal statement. However, if you are writing a nursing essay on a given nursing topic , you might be required to write an outline, annotated bibliography , and the nursing essay , and each will be graded separately.

Given the structure, you can outline your nursing school essay as follows:

    Introduction paragraph

• Hook (quote, statement, or anecdote)
• Background information
• Thesis statement
• Transition sentence

    Body paragraph 1

• Topic sentence
• Evidence, data, and facts
• Transition to the second body paragraph

    Body paragraph 2

• Transition to the third body paragraph

    Body paragraph 3

• Transition to the conclusion

    Conclusion

• Summary of the main ideas
• Restate the thesis statement
• Last impression (call to action to the admissions committee)

Steps for Writing a Nursing School Essay

Optimizing your application essay increases your chance of getting accepted into the nursing program or nursing school. The essay should elaborate on your person (who you are as an individual) by providing a comprehensive perspective of your career ambitions, goals, and plans related to your passion for nursing. You should elaborate to the admissions committee why you are a good fit for their nursing program. Students at the ADN, BSN, ABSN (Accelerated BSN), MSN, DNP, or Ph.D. might be required to write an admission or personal essay, and here are the five steps to make it successful.

• Read the prompt
• Brainstorm for ideas
• Plan your essay
• Write the first draft
• Edit and Polish your Essay

Let's explore all these steps before delving into the tips to help you write the essay better.

Read the Prompt

If you are considering applying to a specific nursing school, you need to begin by researching the application process to know when you will be expected to submit your application essay.

In most cases, the nursing schools have essay prompts and instructions for the potential nursing candidates published on their websites. The prompts might vary depending on the programs you are interested in pursuing and the institutional preferences. Therefore, it is vital to begin by locating the nursing school essay guidelines. A quick search online can help, or you will also find it enclosed in the email sent to you by the school's admissions committee.

Read the instructions thoroughly with a specific focus on the essay question, word limit, and topics you must cover. If you apply to many nursing schools, you should locate and read each prompt before moving to the next steps.

Reading and understanding the instructions is the first step in writing an excellent application essay. Besides, it helps you to customize the essay to the requirements and not the other way around.

Brainstorm for Ideas

Now that you know what is expected of you, you need to decide what to include in your nursing essay to make it stand out. For this, get into an idea-generation marathon where you brainstorm ideas based on the prompt and the requirements.

Give every idea a thoughtful consideration and make shorthand notes so that you have all the ideas condensed. Consider your ambitions, accomplishments, drive, passion, preferences, strengths, weaknesses, character traits, and other attributes that might relate to your urge to pursue nursing as a career.

Also, research the nursing program and relate it to your personal ambitions and desires. Such information will help you spot the specific things you like about it. You can then tailor your experiences and encounters to the requirements. Look at the program's website and examine 2-3 aspects that stand out. This will help you focus on what you have that makes you the best pick for the program. You can also reference experiences, events, or traits related to the program.

Consider the environment and people around you and relate them to your desire to become a nurse.

Experiences, encounters, and events can inspire ideas to pen into your nursing school essay.

You can also research some well-written examples of nursing personal statements and essays to get inspired when brainstorming ideas for yours. Besides, you can also ask people in your network, such as family, friends, or peers, for ideas that can stand out and then choose the best.

To get the most robust ideas, rate them depending on how best they answer the prompt; this is the fodder for the entire application essay. Choose 3-5 strongest points and make them the central focus of your essay.

Plan your Essay

As a nurse, planning is everything, even when it comes to clinical decision-making. And because you are destined for this noble career, planning your personal essay won't hurt. Instead, it helps you know what to put and where to engage the admission officers from the beginning to the end of your nursing school essay.

With the ideas in mind, create a rough outline and adjust it until you are fully satisfied that your thoughts, facts, and opinions are well-organized. The outline will help you to structure your essay, avoid derailing it, and write a draft that bears all the quality ideas.

A good step is to organize the essay into paragraphs that align with the word count (often given as the minimum or maximum number of words, exact number of words, or characters).

Include an introduction to give your readers a clear understanding of the focus of your essay. Yes, a good nursing essay has a thesis statement that shows your central claim or the main idea you are focusing on the entire essay.

You should include the body paragraphs, each with a topic sentence supporting the thesis and a series of supporting facts such as examples, evidence, and illustration.

Finally, include a conclusion as the last paragraph that reverberates the thesis, summarizes the essay, and has a call to action to the admissions committee.

Write the First Draft

After the outline, you must begin writing your essay sentence by sentence and paragraph after paragraph. Whatever approach you take, ensure that every detail covered in the outline ends up in your essay as long as it is valid.

Write the introduction paragraph by giving a hook or attention grabber. You can begin with a quote from a famous nurse or a scholarly nursing article. You can also state facts or give statistics if they matter to your application. You should also elaborate on your selected topic, especially if the prompt provides options. End your first paragraph with a thesis statement that describes the focus of your nursing school essay. The introduction should account for 10-15% of the word count.

Each body paragraph has a unique, unmistakable, and concise topic sentence followed by supporting details and a concluding sentence that transitions to the next paragraph. Ensure that you have at least two body paragraphs considering that you can write either a three-paragraph or a five-paragraph nursing essay. Collectively, the body section should be 70-80% of the essay's word count. The body paragraphs should outline your encounters, experiences, and events and how they relate to the specific nursing program.

The final part is the conclusion, where you summarize the main ideas in the essay. for this, avoid the clich� conclusion starters such as "in conclusion," "to sum up," or "in summary." Instead, use conclusion opening sentences that demonstrate to your reader that the essay has ended � it gives the best closure and helps close the information loop in your essay. Rephrase your thesis and summarize the main ideas before appealing to the admissions committee to accept you into their nursing program. It should be 10-15% of the word count, like the introduction paragraph.

Edit and Polish the Essay

Now that you are done with your first draft, it is only the beginning, and you are far from being done. You need to take a break to cool down your frustrations, anxiety, and adrenaline developed when writing. It is a chance to establish an objective mind to look at things from a broader perspective when you settle for editing and proofreading.

If you are not good with editing and proofreading, you can hire a professional proofreading and editing expert to look at your essay and suggest changes to make. You can also use friends and family as a second and third eye to see what you cannot see. Using their feedback will help you optimize the essay for better results. You can incorporate the suggestions and proceed to editing and proofreading.

As for editing and proofreading, you can take advantage of tools such as Grammarly, Ginger, Hemingway Editor, and other editing and proofreading tools available by students and professionals. Revise the essay until it meets the requirements and addresses the prompt. If anything, do not be afraid to do away with an entire paragraph or a few paragraphs that don't make sense.

It is better to start over again than submit a subpar nursing school essay that will be a laughingstock of the admissions committee. The only way to entertain the admissions officers is to write an outstanding nursing school essay that will automatically dial you into the nursing program of your choice. Best of luck!

Example of Nursing School Essay Prompts

• Discuss your interest and understanding of the clinical nurse leader role. What's your story? And what experiences have contributed to your interest?
• The DNP program aims to prepare nurse leaders at the highest level of nursing practice to improve patient outcomes and translate research into practice. Describe experiences that exhibit your formal leadership role or informal leadership skills.
• How will the program help you achieve your academic and career goals?
• What experiences have influenced your interest in pursuing a clinical specialty you have chosen?
• The DNP program aims to prepare nurse leaders at the highest level of nursing practice to improve patient outcomes and translate research into practice. Describe experiences that exhibit your leadership skills.
• Why have you chosen to pursue a nursing research doctorate?
• How does becoming a nurse fulfill your ambitions?
• What does becoming a nurse mean to you?
• What drives you to become a nurse?
• Why do you want to become a nurse?
• What is your nursing philosophy?
• What was your reason for choosing nursing as a career? Do you have any additional information that you would like the admissions committee to know about you that has not been previously considered in the application?
• What are your professional goals? How will this accelerated nursing program help you materialize those goals?
• Discuss a specific leadership position (e.g., manager, director, associate dean) you wish to attain within three to five years after completing the DNP program.

Note: Some of these prompts have been rephrased from the Rush University Website . They keep changing depending on the preferences of the admissions committee. Inquire with your university or college of nursing to get specific directions on the most current prompts and instructions.

Related Reading: Ideas for a nursing capstone project.

Tips for Writing an Effective Nursing School Admission Essay

When grades, test scores, and other material entries don't count , a nursing school essay, referred to as a personal statement, suffices. In this case, a great nursing school can only be your hope for getting into nursing school. If you want to get ahead of the competition, these proven tips will significantly help you.

1. Plan Well

To pen an excellent nursing school essay that gets you accepted, you need to plan the essay.

Read the instructions, brainstorm as you take notes, research widely, and create an outline.

And even when done, the purpose is to have a reverse outline to help you score the essay against the requirements. Planning helps you to know what attention-grabbing statement to begin the essay with, the sequence of the body paragraph ideas for a logical flow, and what specifics to include in the conclusion.

Having an outline will help you save time when writing the first draft and help you to stay focused when writing.

2. Show, Don't Tell!

All effective nursing school essays express your personality, experiences, and encounters while convincing the admissions officers that you are the best fit for the program.

You should not focus on telling your story alone. Instead, show how your account relates to the prompt.

Discuss experiences, encounters, and events but show how they have impacted your choice of the program and desire to become a nurse.

If you are applying to a specific program, enlighten your readers on why you are specifically interested in the program and what that means.

It could be the hybrid learning model that entails both online and classroom learning or the history or reputation the school has, parental preferences (if they were a graduate), mentor recommendation, etc.

3. Choose Information Wisely

Ensure that every idea or information in your essay is unique, authentic, and original. Don't just write fictitiously.

If you have no past experiences directly related to nursing, you can introduce them and twist them to fit the context.

Impress the admissions committee with your wits, not just a summary of what others have written online.

Standing out in your presentation of facts will always carry the day. Genuinely share your story about what made you want to become a nurse.

4. Avoid Excuses

Even if you don't have appealing past encounters with medicine, hospitals, or anything related to nursing, tell your story as it is.

Do not excuse yourself for telling the truth. After all, you are on your journey to becoming a nurse; all you are seeking is training to develop the knowledge and skills.

If you have cared for your family members at home, babysat your siblings, or have compassion for the suffering, these are the most authentic stories you have, and they can spell meaning on your ambition. Therefore, prove your strong candidature by stating things as they are without clutching at things that do not matter.

5. Let it Flow!

Instead of forcing things such as humor or stories, write plainly about your experiences, encounters, and past events that made you want to become a nurse.

Most "why I want to be a nurse" essays don't have to have any humor. If it clicks well and is good, if it doesn't, don't force it.

As well, avoid exaggerating things when writing your nursing school essay. You should focus on making it as interesting, engaging, and convincing as can be but be truthful.

Avoid mixing up stories. A good way is to focus each paragraph on the main point that relates to your thesis.

6. Show you care about People and Yourself

Nursing is a noble career that entails caring for oneself as you care for others. Your full-time attention and job will be to care for people to help them achieve better health outcomes.

You must show empathy, selflessness, and determination to be a nurse. You can bring examples of when you took care of others and yourself.

Let the committee know that even when training as a nurse, you understand self-care as much as you understand caring for others.

7. Bring in Current Issues

If there is a chance that you can introduce nursing concepts or ideas from current events, it will beef up your nursing school essays.

Get facts from well-established nursing organization websites such as the American Nurses Association, National League of Nursing, Emergency Nurses Association, Sigma Theta Tau, or National Black Nurses Association, etc.

Intrigue your readers by understanding the challenges and opportunities in the nursing field.

You can relate your application to nursing shortages, medical errors, nursing burnout, continuing education, evidence-based practice, etc.

8. Briefly Explain your Qualifications

Since you have already provided material such as transcripts, resumes, and test scores, it is imperative to briefly expound on the qualifications without going into details. Tell them about your experiences, your education, and how you have set yourself up for success in nursing school . For instance, elaborate on how volunteering and internships helped you develop a sense of becoming a nurse or how they developed skills you will apply in nursing school.

9. Share your plans

Everybody has plans. You have short, medium, and long-term goals as you prepare to enter nursing school. You should include them in your essay and demonstrate how the program or school will help you achieve them. Admission officers are always wowed by hearing about goals, especially if they relate to their schools or programs. As you do this, be very specific with the goals and how you intend to achieve them.

All set, but before You Go �

As you contemplate entering nursing school, you must understand that it will never be a walk in the park. There is so much to learn within the specified time frame, and you must show your preparedness. A nursing school personal essay is one of the ways to do so.

Related Article:

• Writing a nursing philosophy ( a student's guide)
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Writing Tips for Nursing School Students

• Nursing School Writing Types
• Writing a Nursing Essay
• Citations Guide
• Common Writing Mistakes
• Writing Resources

Are you ready to earn your online nursing degree?

Writing is an essential skill nurses should achieve proficiency in early in their career. It is a crucial part of the profession, as nurses need to be able to effectively communicate with patients, families, and other healthcare professionals.

While verbal communication also plays a vital role in nursing, being able to write well builds the nurse’s ability to provide better care.

Being able to accurately detail a patient’s personal history, symptoms, and diagnosis allows for the execution of a precise treatment plan that is clearly communicated to all parties involved, both professional and personal.

From registered nurses to clinical nurses and beyond, being able to communicate effectively and efficiently is a critical soft skill that will help nurses in any role increase their ability to treat their patients.

This guide provides an overview of the types of writing nurses will experience throughout their educational training. Utilize the following tips and tricks to help strengthen your writing skills, which will ultimately help in the development of transferable career skills .

Types of Writing Nurses Will Do in School

Personal statements for nursing school.

Nursing schools want candidates who meet academic and professional requirements. They also want a candidate who demonstrates a sincere passion for patient care and individual connections. You should always craft a personal statement, even when the application doesn’t explicitly require one. Personal statements allow you to describe your goals, characteristics, credentials, volunteer work, and meaningful life experiences. A well-crafted essay can help you stand out among other qualified applicants. And, as with any piece of writing, you must take the time to revise.

In your personal statement, you should portray yourself as determined and empathetic, with characteristics, goals, work ethic, and healthcare philosophy that align with a program’s values. Some nursing schools ask for a general personal statement, while others require a specific prompt. Colleges commonly ask students to describe a hardship they overcame, a difficult task they accomplished, or a professional goal they hope to achieve through the program. Many schools also ask students to detail previous experiences in healthcare. You may decide to write about how you connect with patients or how you provide practical and emotional support to loved ones.

You will also encounter writing prompts during examinations, including standardized tests like the GRE or MCAT, nursing school entrance exams , and course-specific evaluations. You may also take exams to get state licensure or professional certification. In most of these instances, you will need to write one or several long-form essays. Proper planning is key. Though you won’t know what specific prompt the test will require, you can expect certain common topics. You can search online or use study guides to determine which prompts usually appear on each test.

On test day, you should begin by creating an outline that lists three main points in response to the prompt. Using these points, work backwards to write a central thesis to guide the essay’s structure. Review what you’ve written to ensure that the essay actually responds to the prompt at hand. Be sure to leave time to correct spelling, grammar, and stylistic errors.

Research Papers

Like essays, research papers follow a long-form structure. Unlike an essay, which heavily relies on the writer’s point of view, a research paper presents an in-depth investigation of a topic using data, expert opinions, and insights. While an essay evaluates general critical thinking and writing skills, a research paper tests your knowledge, research skills, and original contributions. Research papers also allow you to prove you understand what has been argued and discovered about a topic. Research papers, especially at the graduate and doctoral levels, require independent research and analyses. These papers sometimes take months or years to complete.

To write a successful research paper, you should pick a topic relevant to your interests and the nursing field. Possibilities include elderly care challenges, patient safety and ethics, mental health treatment and regulations in the U.S., and nursing shortages and possible solutions. Whatever your choice, you must plan accordingly. Advanced papers such as dissertations may require funding or help from professors. Research papers often consist of the following sections: abstract, introduction, literature review, methods, results, discussion, conclusion, and references. You should keep this general structure in mind as you prepare notes and outlines.

How Do You Write a Nursing Essay?

In nursing school, essay writing includes academic papers, personal narratives, and professional compositions. You should become familiar with each of the five major forms below. There are many similarities between these essay types, such as an overarching thesis and a supportive, logical structure. You should support claims with factual, statistical, anecdotal, and rhetorical evidence. However, each form requires distinct skills to achieve specific results.

Comparative

Cause and effect, citations guide for nursing students.

Citations allow readers to know where information came from. By citing sources, you avoid plagiarizing or stealing another person’s ideas, research, language, and analyses. Whether intentional or unintentional, plagiarism is one of the most egregious errors one can make. Consequences for plagiarism include automatic course failure, disciplinary actions from the university, and even legal repercussions. You should take special care to ensure you properly cite sources.

American Psychological Association (APA) Style

APA is the most commonly used style among natural scientists, social scientists, educators, and nurses. Like other citation styles, APA emphasizes clarity of font style, font size, spacing, and paragraph structure. APA citations focus on publication date, and in most cases, the date comes right after the author’s name. This order makes the style particularly useful for scientists, who value new research and updates on current findings. For more information on APA style, visit this official website .

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault, 1977, p. 9).

Chicago Manual of Style (CMS)

CMS (also known as CMOS or, simply, Chicago) features two citation systems, the notes and bibliography, and the author and date. This style is used primarily by historians, who place high importance on a text’s origin. The notes and bibliography include a superscript number with a corresponding footnote or endnote. Scientific professionals use the author and date citation, a generic parenthetical system with similarities to other citation styles. The CMS official website provides additional information, including changes to citation systems in the current edition.

“Punishment, then, will tend to become the most hidden part of the penal process”. 1 1. Michel Foucault, trans. Alan Sheridan, Discipline and Punish: The Birth of the Prison (New York: Pantheon Books, 1977), 9.

(Author and year of publication, page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 1977, 9).

Modern Language Association (MLA) Format

MLA format traces its history to 1951 when it was first published as a thin booklet. Today, MLA is the primary format used by academics and professionals in humanities, English, literature, media studies, and cultural studies. To adapt to the rapid growth of new mediums over the past few decades, MLA updates its citation system. Visit the MLA Style Center for in-depth information on new guidelines and ongoing changes. In general, in text citations consist of author and page number, or just page number if the author’s name appears in the text.

(Author and page number) “Punishment, then, will tend to become the most hidden part of the penal process” (Foucault 9).

Associated Press (AP) Style

Published in 1952, the original AP Stylebook was marketed to journalists and other professionals related to the Associated Press. AP now stands as the go-to style for professionals in business, public relations, media, mass communications, and journalism. AP style prioritizes brevity and accuracy. The style includes specific guidelines regarding technological terms, titles, locations, and abbreviations and acronyms. Unlike the previous styles, AP does not use parenthetical or in-text citations. Rather, writers cite sources directly in the prose. For more information, including style-checking tools and quizzes, visit the Associated Press Stylebook .

In the book, “Discipline and Punish: The Birth of the Prison,” first published in English in 1977, philosopher Michel Foucault argues that “Punishment, then, will tend to become the most hidden part of the penal process”.

Which Style Should Nursing Students Use?

Because nurses rely on scientific terms and information, professionals in the field usually use APA style. Regardless of the purpose and specific genre of your text, you should always strive for concise, objective, and evidenced-based writing. You can expect to learn APA style as soon as you enroll in a major course. However, you should also prepare to learn other styles as part of your academic training. For example, freshman composition classes tend to focus on MLA guidelines.

Common Writing Mistakes Students Make

Active vs. passive voice.

Active and passive voice represent two different ways to present the same piece of information. Active voice focuses on the subject performing an action. For example, the dog bites the boy. This format creates clear, concise, and engaging writing. Using active voice, nurses might write, I administered patient care at 11:00. Passive voice, on the other hand, focuses on the object of the sentence or the action being performed. For example, the boy was bitten by the dog. A passive sentence is usually one that contains the verb “to be.” Using passive voice, you might write, patient care was administered at 11:00.

Professionals in the sciences often use passive voice in their writing to create an objective tone and authorial distance. Passive voice can prioritize specific terms, actions, evidence, or research over the writer’s presence. Additionally, nurses use passive voice because it is usually clear that the reported thoughts, actions, and opinions come from them. However, you must also learn how to use active voice.

Punctuation

There are 14 punctuation marks in the English language, each with multiple and sometimes overlapping uses. Additionally, certain punctuation marks only make sense in highly specific and nuanced grammatical instances. To master punctuation, you must learn through practice, particularly by revising your own writing.

For example, colons and semicolons are often used interchangeably, when they actually serve distinct purposes. Generally used before itemized lists, colons stand in for the phrases “here is what I mean” or “that is to say.” For example, I am bringing three things to the picnic: applesauce, napkins, and lemonade. Semicolons separate two independent clauses connected through topic or meaning. For example, It was below zero; Ricardo wondered if he would freeze to death. Comma splices, which create run on sentences, are another common mistake. You can identify a comma splice by learning the differences between an independent and dependent clause.

Grammar refers to the rules of a particular language system. Grammar determines how users can structure words and form sentences with coherent meaning. Aspects include syntax (the arrangement of words to convey their mutual relations in a sentence) and semantics (how individual words and word groups are understood). Unless you major in writing, literature, etymology, or another related field, you generally won’t examine English grammar deeply. Through years of cognitive development and practice, native users implicitly understand how to effectively employ the language.

Distinct grammatical systems exist for each language and, sometimes, even within a single language. For example, African American Vernacular English uses different syntactic rules than General American English. You should learn grammatical terms and definitions. Common errors include subject/verb agreement, sentence fragments, dangling modifiers, and vague or incorrect pronoun usage. Hasty writers can also misuse phonetically similar words (your/you’re, its/it’s, and there/their/they’re).

Writing Resources for Nursing Students

Apa style central, reviewed by:.

Shrilekha Deshaies, MSN, RN

Shri Deshaies is a nurse educator with over 20 years of experience teaching in hospital, nursing school, and community settings. Deshaies’ clinical area of expertise is critical care nursing and she is a certified critical care nurse. She has worked in various surgical ICUs throughout her career, including cardiovascular, trauma, and neurosurgery.

Shri Deshaies is a paid member of our Healthcare Review Partner Network. Learn more about our review partners here .

Page last reviewed November 30, 2021

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Essay On Nursing Education

Nursing education is a theoretical and practical training of a nurse with the aim to achieve that the nurse carries out his/ her duties as a health care practitioner in a skilled, professional method. This training is mostly done by experienced nurses and other medical professionals, who themselves have acquired knowledge or the necessary training to teach. The nursing training and education advanced from its religious and military based origin as there was an advanced in medicine and technology. Nursing education dates back from the 1800s which mostly was carried out by physicians, this was mostly hospital based as nurses would work seven days, 12 hour shifts and have one afternoon off within each week. Therefore, nurse education or training …show more content…

Two recommendations were particularly suggested and become relevant to the nursing education, the first being that by 2020, 80% of nurses, should be trained at a baccalaureate level, this is to promote nurse leaders and educators to develop innovative strategies. The second suggestion made by the Institute of Medicine is that more nurses to be trained at a doctorate level, as this would increase having a sufficiently faculty to educate the number of nurse trainees in demand for the workforce, and this would increase the number of scientist whom will contribute the disciplines knowledge. Also, the requirement of speciality practise knowledge to educate and train in pre-licensure programmes. The evolution of nursing education and training, not only resulted in nursing being a science but also the involvement of exploring patients care and experiences. Nursing being the heart or centre of the health care team, one would agree that nursing scientists are in demand as there is a significant contribution and understanding to the health

BSN Portfolio

a. This portfolio shows the educational journey through the BSN program at Western Governors University(WGU). The curriculum at WGU was very challenging, nonetheless it prepared me to become a safe and effective nurse. The BSN curriculum provided avenues to keep me up to date with safe practices and learn how to master therapeutic communication. WGU also helped me sharpen my critical thinking skills in order to make decisions quickly and provide safe and effective care to patients. As the result of my training, I am ready to embark in the field of nursing and do my best to make a difference in my patients lives.

American Nurse Association Essay

Professional Association Membership Professional nursing organizations, such as the American Nurses Association (ANA), are dedicated to supporting the field of nursing and advocating for nurses all across America. The ANA is committed to recognizing and advocating on important issues that impact nurses. Some of the issues that the ANA advocates for include safe work environments, better pay, better benefits, and better nurse-patient ratios. The ANA represents approximately 4 million nurses as they work to empower them, support them, and protect them. Furthermore, membership in the ANA is not limited strictly to individuals.

Nurse Practitioner Essay

Nurse Practitioner are registered Nurses who serve as primary and specialty health care providers under a physician. Much like a geriatrician, Gerontological Nurse Practitioners work with elderly patients, diagnosing illness, conducting exams, and prescribing medication. (“Geriatric Nurse…”). These type of nurses work at nursing homes, with home healthcare services and in hospice facilities, or run your own private practice. A geriatric nurse work with finding illnesses and diseases, prescribing medication and therapy, routine check-ups and screenings, etc…etc.

Professionalism In Nursing Essay

What is a nursing profession? It is a profession in which they save lives of patients, advocate for them and educate them. But what kind of job they normally do? There might be many questions come across in our minds about the nursing profession. As we know that nursing is a profession where they follow certain guidelines to ensure that the patients are given the best quality care.

Being A Nurse Practitioner Essay

There is a high significance for a nursing student completing their degree in nursing to start their career as a nurse practitioner. Nursing students must prepare to become nationally certified by an accredited body upon completion of their schooling in order to advance their career (AANP, 2016). This academic accreditation process helps to show that the students have met the requirements to practice as a Nurse Practitioner in their population focus testing. The scope of practice will be affected based on the certification that the practitioner obtains. If the Nurse Practitioner obtains a certification as a nurse specialists in pediatrics, oncology, geriatrics, emergency medicine, etc.

Personal Narrative: A Career In Nursing

Nursing, and everything that it entails, cannot be easily described in just one simple word or phrase. It goes beyond the meaning of a profession and the stereotypical definition of treating the ill. Nursing is the “protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations” (American Nurses Association, 2010, p. 1). Therefore, it is a career that requires dedication, passion, critical thinking, and knowledge. It demands commitment and an understanding of its core values and concepts, as well as the nurse’s own personal philosophy and principles.

Essay On Nursing Philosophy

My Personal Philosophy and Values of Nursing Nursing is proving care, support, and serve people who are in need. The purpose of nursing is to improve patient 's health condition to a better life. The goal of this paper is to explain my personal philosophy and clarify some of my values of nursing. Personal Philosophy

Contemporary Nursing Influence

In 1870, nursing had been learnt from the mothers to the daughters. Now it has been changed to the school education that the students learn the nursing skill from the nursing professionals and the education programs of nursing keep developing from the 1900s to now that the diploma school has been changed to BSN, AND, and the postgraduate school has also been replaced by Master degree, CNL, PhD, DNSc, ND and DNP (Martha, n.d.). Therefore, the people have more chance to learn and be the nurse. Education programs also produce more and more professional nurses for the world to develop the nursing profession. Nursing education provides the nursing theories and practical training for the students to help them learn the knowledge of nursing and their duties, in order to protect patient safety and the safety of the public.

Nurse Scholarship Essay

As a first generation student to attend college from a family of seven, the journey to a higher education has been arduous and overwhelming. My family gives me all the encouragement I need and are very optimistic about pursuing a higher degree. Unlike myself, my parents did not have the opportunity to attend college. My parents were born and raised in a small town in Mexico where the highest level of education they received was fifth grade. I have worked since I was 14 years old to support my parents with bills, and also saving for college and my own vehicle.

Personal Philosophy Of Nursing Essay

Christian nurses are given the unique ability to provide compassionate and spiritual care to a variety of patients. The purpose of this paper is to explain my definition of nursing as a caring art, describe how Christian faith impacts caring, describe my personal philosophy of nursing while identifying my own personal values and beliefs, and discus how my beliefs impact my nursing practice. To me, nursing as an art of caring, is defined as caring for the whole person, building meaningful relationships, and providing compassionate care. Holistic nursing care involves healing a person physically, emotionally, and spiritually. I believe the art of nursing is embedded in the steps we take to address problems that are not simply physical.

Argumentative Essay About Being A Nurse

I have always thought about working in the medical field, but where was the question. I started looking at the field of nursing. My mom works as a nurse so it was obvious that I start there. From my research I found out all of the great things about being a nurse. This research answered my question.

Becoming A Registered Nurse

Nurses are trained to take care of the sick or infirm and give medical attention to patients especially in a hospital. Becoming a Nurse interest me because I love helping people and caring for your patient. My most important reasoning was to take care of my loves. Like when my father had a massive heart attack and I watched how the nurses took care of him. That motivated me to want to pursue a this career.

Informative Essay On Becoming A Nurse

For the majority of people, pursuing a career in the medical field is a career which should be avoided at all costs. Whether this profession is a surgeon, a nurse, or a psychiatrist, the long hours of study and work (which are necessary for these occupations), are not in most people’s definition of a “fun job.” In addition, after the long years of study come to an end, the most feared moments arise, the time to pay student loans. Nevertheless, none of these obstacles intimidated Juan Delgado in order to pursue his dream as a healthcare professional, more importantly, to help our community. Delgado, the oldest of two, was born on December 3rd,1991.

Why I Chose Nursing Essay

As a child, I dreamed of acquiring a career in Nursing. I was always fascinated by the amount of respect that nurses received during my doctor visits throughout my childhood. There are many reasons why I chose to major in Nursing such as the ability to take care of someone, the money and benefits that the career offered, as well as job stability and flexibility. On of my main reasons for pursing Nursing is the ability to care for someone other than myself.

Importance Of Nursing Essay

Importance of nurses A nurse is a health care professional who is engaged in the practice of nursing. Nurses are men and women who are responsible (along with other health care professionals) for the treatment, safety and recovery of acutely or chronically ill or injured people, health maintenance of the healthy, and treatment of life-threatening emergencies in a wide range of health care settings. Nurses may also be involved in medical and nursing research and perform a wide range of non-clinical functions necessary to the delivery of health care. Nurses develop a plan of care, sometimes working collaboratively with physicians, therapists, the patient, the patient 's family and other team members.

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Nursing Education Essays (Examples)

1000+ documents containing “nursing education” .

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Nursing education nursing profession.

Nursing Profession: Nursing Education Quality initiatives, magnet status, and patient safety require that nurses practice on the basis of professionalism at all times. Owing to the rapid changes in practice and knowledge facing the profession, the specialty of school nursing has embarked on efforts to articulate its value in the educational arena. The specialty and the profession are maturing, and nurses are beginning to make their scopes of practice, and roles more clear. Changes in demand and expectations have, however, spurred a shortage of qualified nurse educators, which is threatening to destabilize the quality of care. The nurse educator role requires that an individual undergoes preparation (specialized), and be actively involved in the implementation of strategies "that will serve to retain a qualified nurse educator workforce" (NLN, 2002). However, the looming crisis is impacting on this course of action; the gap between work hours and resources is widening, impacting negatively on….

Masters, K. (2014). Role Development: In Professional Nursing Practice (3rd ed.). Sudbury, MA: Jones and Bartlett Learning.

McAllister, M.M. (2012). Challenges Facing Nursing education in Australia. Journal of Nursing Education and Practice, 2(1), 20-27.

NLN. (2002). The Voice for Nursing Education. The National League for Nursing. Retrieved 18 June 2014 from http://www.nln.org/aboutnln/PositionSTatements/prepofnursed02.htm

Redman, R.W. & Lenburg, C.B. & Walker, P.H. (1999). Competency Assessment: Methods for Development and Implementation in Nursing Education. The Online Journal of Issues in Nursing, 4(2), Manuscript 3. Retrieved 18 June 2014 from  http://www.nursingworld.org/nursingcompetencies

Nursing Education Level and Negative

The study found that increasing the proportion of nurses who were more highly educated by ten percent lowered the thirty-day mortality rate of patients by five percent. Conversely, if the workload on these nurses was then increased by one patient the thirty-day risk of mortality rose by five percent. This is indicative of the fact that education and staffing are linked and are both significant when it comes to keeping mortality rates low. ospitals that have more nurses with higher degrees are larger and they are more often willing to undertake surgical and other techniques which are more advanced. They were also more commonly teaching hospitals and they had lower mean workloads on average. The length of time a nurse had been involved in that profession, and therefore the length of nursing experience, was not found to be related to the mortality of the patients. The conclusion of this….

How many nurses are around should be just as significant if not more significant than the level of education that they have attained, but that does not always seem to be the case for patients.

Whall, a.L. (2005). Lest we forget: An issue concerning the doctorate in nursing practice (DNP). Nursing Outlook 53(1), 1.

There are strong issues surrounding the DNP, and looking the other way will not clear them up. With that in mind, these issues must be addressed to help both nurses and their patients.

Nursing Education Todays Student Nurses

Once the students had completed that portion of the assignment the second part of the asssignment was to administer the questionnaire to at least five nurse educators or students of nursing and then evaluate the results. I found this assignment especially intriguing and enlightening (probably because I am very analytical and desire very much to know and understand how people think and feel). Without this teacher's concern with how students perceived ethics and their importance in the nursing field, I likely would not have enjoyed this educational foray as much as I have. On the flip side of effective teaching was the instructor who believed that the students should only be lectured to, and that they should sit quietly and take notes. The information that this instructor imparted was important, and I did learn to rapidly write notes as the instructor was lecturing, however, this method of teaching (for me) is….

Fyffe, T.; (2009) Nursing shaping and influencing health and social care policy, Journal of Nursing Management, Vol. 17, Issue 6, pp. 698 -- 706

National League for Nursing, Core competencies of nurse educators with task statements, accessed on November 1, 2011 at http://www.nln.org/profdev/corecompetencies.pdf

Numminen, O.; Leino-Kilpi, H.; van der Arend, A.; Katajisto, J.; (2011) Comparison of nurse educators' and nursing students' descriptions of teaching codes of ethics, Nursing Ethics, Vol. 18, Issue 5, pp. 710-724

Nursing Education in the United

The RN verifies comprehension with the nursing assistive personnel and that the assistant accepts the delegation and the responsibility that accompanies it; 7) Communication must be a two-way process. Nursing assistive personnel should have the opportunity to ask questions and/or for clarification of expectations. 8) the RN uses critical thinking and professional judgment when following the Five Rights of Delegation, to be sure that the delegation or assignment is: (a) the right task; (b) Under the right circumstances; - to the right person; (d) With the right directions and communication; and (e) Under the right supervision and evaluation. 9) Chief of Nursing Officers are accountable for establishing systems to assess, monitor, verify and communicate ongoing competence requirements in areas related to delegation; 10) There is both individual accountability and organizational accountability for delegation. Organizational accountability for delegation relates to providing sufficient resources, including: (a) Sufficient staffing with an appropriate staff mix; (b) Documenting….

Bibliography

Discussion Paper: Doctor of Nursing Practice (2005) American Academy of Nurse Practitioners. Online available at  http://www.aanp.org/NR/rdonlyres/9DC9390F-145D-4768-995C-1C1FD12AC77C/0/DiscussionPaperDoctor_of_NursingPrac.pdf 

Faculty Shortages in Baccalaureate and Graduate Nursing Programs: Scope of the Problem and Strategies for Expanding the Supply (2005) White Paper July 2006. American Association of Colleges of Nursing. Online available at  http://www.aacn.nche.edu/publications/whitepapers/facultyshortages.htm 

Hallmarks of the Professional Nursing Practice Environment (2002) AACN White Paper January 2002. American Association of Colleges of Nursing. Online available at  http://www.aacn.nche.edu/publications/positions/hallmarks.htm 

Holmes, Denise E. (2008) From Education to Regulation: Dynamic Challenges for the Health Workforce. Association of Academic Health Centers. Online available at  http://www.aahcdc.org/policy/reports/From_Education_to_Regulation.pdf

Nursing Education Hospital Ratio and

This study will look for a hospital which has a wide variation in terms of educational attainment of its nurses. The nursing population of this chosen hospital will then become the participants of this study. Only the currently-employed; full-time nurses are eligible for the survey. IV. Data Collection and Analysis This study will use secondary information. The researcher will request the educational attainment data of their employed nurses to the Human esources Department. The data for patient-nurse ratio and patient outcome on the other hand, will be requested to the administrative authorities of the hospital. After completing the data-gathering phase, the researcher will encode the answers and will analyze data using statistical software that will generate: (a) Pearson's r, which will determine the strength of association of these three variables; (b) linear regression, which will specify the nature of relationship among variables (Nachmias & Nachmias, 1996, p.421). Bias Since this study will be using….

Aiken, L.H. et al. (2003). Educational Levels of Hospital Nurses and Surgical Patient Mortality. JAMA, 290(12), 1617-1623.

Callahan, M.A. (2004). Surgical Patients are at Lower Risk of Death in Hospitals with More Degree-Educated Nurses. Evidence-Based Health Care and Public Health, 8(2), 67-68.

Kutney-Lee, A. & Aiken, L.H. (2008). Effect of Nurse Staffing and Education on Outcomes of Surgical Patients with Comorbid Serious Illness. Psychiatric Services, 59, 1466-1469.

Nachmias, C.F. & Nachmias, D. (1996). Research Methods in the Social Sciences Fifth Edition. St. Martin's Press: London.

Nursing Education You Are Beginning to Develop

Nursing Education You are beginning to develop a fundamental course for the beginning nursing student. As nurses and educators, we know that learning skills require practice, drill, and observation. These essential skills form the beginning foundation of proficiencies that the student nurse needs in order to successfully move forward. As you review the course content, you have decided that you want to utilize an adult learning theory that provides the learner with an opportunity to not only master the beginning skills through practice but also actively construct knowledge while collaborating with others. This class has opened my eyes to many aspects to education that I previously was unaware of. I truly support the Social Cognitive Theory which incorporates learning through observation, personal, and environmental factors proposed by Albert Bandura. There are five areas which connect students to learning which includes: observational learning and modeling, outcome expectations, perceived self-efficacy, goal setting, and self-regulation….

Denler, H., Wolters, C., & Benzon, M. (2013). Social cognitive theory. Retrieved from  http://www.education.com 

Jackson, L.D. (2009). Revisiting adult learning theory through the lens of an adult learner. Adult Learning 20 (3/4), p 20-22.

Juhary, J. (2012). An assigned seating arrangement based on students' performance: A critical review. Journal of Education and Practice, 3(14), p 10-16. Retrieved from  http://www.iiste.org 

The Adult Learning Theory - Andragogy of Malcolm Knowles. (2013). eLearning Industry. Retrieved from  http://slideshare.com

Nursing Education Level & Patient

Further analysis of Aiken et. al.'s study illustrates a breakdown of the study's components, enumerated and discussed below: Hypothesis There is a significant relationship between nurses' education and patient outcomes. Study design The research is a cross-sectional study that sought to confirm the researchers' hypothesis (stated above) among 232,342 general, orthopedic, and vascular surgery patients from 168 general hospitals in Pennsylvania. Variables Variables under study were nurses' educational levels and patient outcomes; additional variables included were nurses' workload and work experience. Patient outcomes were measured through patient mortality and failure-to-rescue rates. Classification of variables Nursing education level was the independent variable of the study, while patient outcome was the dependent variable. The former was identified as an ordinal type of variable, while the latter is an interval/ratio variable type. Instrument validation Since most information were generated from extant data from hospitals, checks were conducted by researchers to ensure that hospital data used for determining patient mortality and failure-to-rescue rates….

Reference used:

Aiken, L., S. Clarke, R. Cheung, D. Sloane, and J. Silber. (2003). "Educational levels of hospital nurses and surgical patient mortality." The Journal of the American Medical Association. Vol. 290, No. 12.

Nursing Education

Measuring the Efficacy of Nursing Education in Preoperative Care: A Literature Review In the nursing journal, The Critical Care Nurse, nurse Ruth M. Klienpell wrote in 2003 that the contemporary healthcare environment places an emphasis on measuring nursing performance in a process-based and quantificable fashion. The stress is upon "high-quality service at an affordable price,' and with "good outcomes." (Klienpell, 2003, p.1) But little guidance is given to nursing educators how to achieve these lofty but often separate focuses of saving money and providing quality care. Klienpell's article attempts to suggest that evaluating patient outcomes as a way of assessing the quality of care is superior, while Linda M. Sigsby and Hosseni Yanardi suggest that evaluating nursing knowledge is superior in their article in the AORN Journal geared to assessing preoperative nursing education specifically. Given the strapped budgets of many facilities, Klienpell stresses that in nursing education there is a desire to….

Works Cited

Sigsby, Linda and Hosseni Yanardi. (Oct 2004) "A knowledge comparison of nursing students in perioperative vs. other rotations." AORN Journal. Retrived from Find Articles at 16 Sept. 2005 at  http://www.findarticles.com/p/articles/mi_m0FSL/is_4_80/ai_n6274044/pg_2 

Klienpell, Ruth M. (Feb 2003) "Measuring advanced practice nursing outcomes: strategies and resources." Critical Care Nurse. Retrived from Find Articles at 16 Sept. 2005 at  http://www.findarticles.com/p/articles/mi_m0NUC/is_1_23/ai_98045468

Cross-Sectional Study to Determine Factors in the Educational Advancement of the Licensed Practical Nurse to the egistered Nurse in the State of North Carolina According to the Harvard Nursing esearch Institute, United States nursing school enrollments dropped by 20.9% from 1995 to 1998 (Healthcare eview, 2000). Behind headlines such as this one are the overwhelming issues which threaten the nursing workforce: 1) staffing cuts, 2) mandatory overtime, and 3) the use of unauthorized personnel to perform care, all at the cost of the patient's safety. The state of nursing in this country is very disturbing. There are hospitals grossly understaffed by registered nurses and with practical nurses who are being told to perform tasks beyond their skill and training levels (Mee & obinson, 2003). The pervasive nature of the problems which are present within the nursing profession are being acknowledged by the nurse-researchers, themselves, "Every article, speech, and interview about the….

Nursing Education Track Evidence Based Practice

Evidence-Based Practice in Nursing Education Track Rubin (2009) defines evidence based practice (EBP) as “a process in which practitioners use the most rigorous scientific research evidence available as an important part of the basis for making practice decisions” (12). The process of EBP, as Rubin (2009) further points out, comprises of 5 steps. The first step comprises of formulating a question. On this front, a question that must be answered by evidence is formulated. The question in this case could relate to a practice decision to be made. The next step involves searching for evidence. As Rubin observes, this could involve the utilization of literature databases or search engines to unearth the relevant information relating to the search term in question. Third, we have the critical appraisal of evidence. On this front, one ought to determine not only the applicability, but also the validity and reliability of the sources of information….

Nursing Education Social Media

Social Media Impacts on Nursing As technology advances in the medical profession have proven to have great benefit, this trend has also been seen in society in general. The interwoven aspects of human's ability to function and his or her ability incorporate technology largely dictates success of failure. Social media is a manifestation of technological advancement that, as a trend in the general public, has also affected the nursing profession and nursing education. The purpose of this essay is to relate the trend of social media to the current status of nursing and patient education. This essay will suggest, as with any tool or piece of technology, the application of social media can be of great benefit if properly applied. This essay will explain how to best exploit social media for its worth, while minimizing the negative impacts of its potential abuse or misuse by suggesting strategies that may apply to this….

Lopez, V. (2014). Fostering New Pedagogies for the New Age: The Use of Social Media in Nursing Education. Nursing Practice Today, 1(3), 117-119.

Pearsall, C., Hodson-Carlton, K., & Flowers, J.C. (2012). Barriers and strategies toward the implementation of a full-time faculty-at-a-distance nurse educator role. Nursing education perspectives, 33(6), 399-405.

Skiba, D.J. (2011). Nursing Education 2.0: the need for social media policies for schools of nursing. Nursing education perspectives, 32(2), 126-127.

Schmitt, T., Sims-Giddens, S.S., & Booth, R.G. (2012). Social media use in nursing education. OJIN: The Online Journal of Issues in Nursing, 17(3).

how to develop and improve nurse education

What are the goals of higher education: to prepare a person for success in a specific career path, or to cultivate virtues like critical thinking, good citizenship, and moral reasoning? Bok (2006) suggests that colleges and universities consider combining these two purposes to create an ideal educational environment. It is possible to create a program that promotes higher order thinking while also promoting vocational development. Ultimately, Bok (2006) presents the following eight aims of higher education: · Communication · Critical Thinking · Moral Reasoning · Preparing Citizens · Living With Diversity · Living in a More Global Society · Breadth of Interests · Preparation for Work Nursing majors seem to be concerned with some, but not all, of Bok’s (2006) eight aims. The features most frequently mentions as being important in a nursing program include: · Preparation for Work · Living With Diversity · Moral Reasoning · Critical Thinking · Communication Therefore, there is not too much of a difference between what is currently being taught….

healthcare or nurse education policy

Nursing Education Development Policy (NEDP) for Nevada State Board of Nursing (NSBN) Assessment & Nursing diagnosis: Policy: It is mandatory for every NSBN nursing education provider to follow, sequentially, the four-hour process described by the NEDP (Nursing Education Development Policy), for approval to deliver. Failure to stick to the policy will lead to the education failing to acquire delivery approval under the NSBN. Purpose: This policy aims at supporting quality nurse education delivery via a standardized nurse education developmental process. Scope/Audience: The policy applies to every internal NSBN education provider engaging in nursing education planning and delivery. This document aims at communicating the minimal prerequisites for council approval of nursing education courses to the masses, pupils, healthcare sector personnel and nurse education program operators. Further, the standards constitute a way of ensuring the students graduating in nursing education from Nevada have acquired practical skills and knowledge to work effectively within the context of current and….

Needs Assessment Nursing Education

Needs AssessmentIntroductionThe educational needs for a practicing nurse are ever-changing proportionate to external factors such as the evolving technologies, geopolitical area of practice, economic issues, etc. Therefore, nurses must always keep up with the latest and trending issues to perform their duties efficiently. However, given the symbiotic relationship between healthcare systems and providers of essential services such as the technologies used, medicine. Therefore, there is a need for a professional management team tasked with coordinating the procurement processes; therefore, this essay introspects into the needs assessment for an experienced "contracts manager."Discrepancy AnalysisNotably, the daily tasks of a nurse revolve around using external entities, technologies, drugs, and even knowledge. However, it becomes challenging when one wants to adopt new strategies conscious of the operating ones. This creates a dilemma and ethical breach of contracts with the providers, thus limiting one's true potential. Therefore, Strang's (2017) affirmation of the importance of partaking….

Change Management Institute. (2017). CMBoK - Change Management Institute.  https://www.change-management-institute.com/cmbok 

Kinston, W., & Rosser, R. (1974). Disaster: Effects on mental and physical state. Journal of psychosomatic research, 18(6), 437-456.

McDonald, F., & Then, S. (2021, September 17). Ethics, law and health care: a guide for nurses and midwives | QUT ePrints. QUT EPrints.  https://eprints.qut.edu.au/65428/ 

Rischer, K. (2020, April 18). Why Every Student Needs to Develop a Personal Mission Statement Before They Graduate. KeithRN.  https://www.keithrn.com/2018/05/mission-statement-2/#:%7E:text=%E2%80%9CTo%20be%20a%20knowledgeable%20and,a%20Christ%2Dlike%20manner.%E2%80%9D

Education Nursing Education Why Variability

For Licensed Practical Nurses (LPN), many nursing schools offer 'fast track' flexible programs that these allow working nurses to balance school and job demands to become Registered Nurses (RN)s. Often these programs offer degree credit for the student's previous experiences in the field. Approximately 30% of BSN graduates every year come from such programs. Even prospective nurses without undergraduate nursing degrees can enter the profession through Accelerated RN Baccalaureate Programs. These programs offer a path to becoming an RN with only one or two years of intensive education training. "According to the 2004 National Sample Survey of Registered Nurses, over 20% of the RN population had completed additional academic nursing or nursing related preparation after graduating" (Upgrading, 2009, All Nurses) orks Cited Anderson, Sue. (2007). The perks of nursing as a second career. Reality RN. Retrieved June 26, 2009 at http://www.realityrn.com/more-articles/managing-your-career/the-perks-of-nursing-as-a-second-career/266/ Upgrading your nursing degree. (2009). All Nursing Schools. Retrieved June 25, 2009. http://www.allnursingschools.com/faqs/upgrading.phphttp://www.allnursingschools.com/faqs/upgrading.php.

Anderson, Sue. (2007). The perks of nursing as a second career. Reality RN.

Retrieved June 26, 2009 at  http://www.realityrn.com/more-articles/managing-your-career/the-perks-of-nursing-as-a-second-career/266/ 

Upgrading your nursing degree. (2009). All Nursing Schools. Retrieved June 25, 2009.

 http://www.allnursingschools.com/faqs/upgrading.phphttp://www.allnursingschools.com/faqs/upgrading.php

Can you help me come up with titles for my essay about Joyce travelbee theory historical influence

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Could you assist me in finding essay topics pertaining to Nursing?

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Nursing students’ experience of learning cultural competence

Isabel antón-solanas.

1 Department of Physiatry and Nursing, Faculty of Health Sciences, Universidad de Zaragoza, Zaragoza, Spain

Elena Tambo-Lizalde

2 Instituto de Investigación Sanitaria, Hospital Universitario Miguel Servet, Zaragoza, Spain

3 Faculty of Health Sciences, Universidad San Jorge, Zaragoza, Spain

Nadia Hamam-Alcober

4 Servicio Aragonés de Salud, Miguel Servet Women’s and Children’s Hospital, Zaragoza, Spain

Valérie Vanceulebroeck

5 Department of Nursing, AP University of Applied Sciences and Arts, Antwerpen, Belgium

Shana Dehaes

Indrani kalkan.

6 Faculty of Health Sciences, Istanbul Aydin University, Istanbul, Turkey

Nuran Kömürcü

Margarida coelho.

7 School of Education and Social Science, Instituto Politécnico de Portalegre, Portalegre, Portugal

Teresa Coelho

Antonio casa nova.

8 School of Health Sciences, Instituto Politécnico de Portalegre, Portalegre, Portugal

Raul Cordeiro

Lucía sagarra-romero.

9 Faculty of Health Sciences, Villanueva de Gállego, Universidad San Jorge, Zaragoza, Spain

Ana B. Subirón-Valera

Isabel huércanos-esparza, associated data.

All relevant data are within the paper and its Supporting information files.

Introduction

European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.

Materials and methods

A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal.

5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.

The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Currently, the world is experiencing the highest rate of human mobility ever recorded [ 1 ]. “Along with the recent trend of globalization and increasing cultural exchanges among countries”, multiculturalism is rapidly growing in European societies [ 2 ]. Cultural diversity enriches the societal aspect of European countries [ 1 ] and presents new challenges and opportunities to communities that receive immigrants and migrants [ 3 ]. Specifically within healthcare environments, the growing number of people moving to Europe emphasizes the need for safe care practices that address, and embrace, differences in worldviews, expectations, attitudes, communication styles and language [ 4 ]. Yet, patients from minority groups frequently experience worse quality care than the majority population [ 5 ]. In healthcare, a minority group is frequently associated with a specific, distinctive characteristic or attribute, generally nationality and/or ethnicity. However, many populations, “whether defined by race, ethnicity, immigrant status, disability, sex, gender” [ 6 ], geography, socioeconomic status and even age, experience worse quality care compared with the general population [ 6 ]. This may be due to their distinctive health characteristics and attributes, but also to different ways of understanding health and healthcare, different needs and different expectations of care and the healthcare service.

Healthcare professionals should be competent to care for patients, families and groups from different cultural backgrounds [ 7 ]. According to Shepherd [ 8 ], “when nurses provide culturally sensitive care, clients are more likely to report greater satisfaction with care”. Therefore, nurses need to be culturally mindful of their clients’ individual needs and adapt their practice in order to provide culturally safe and equitable care for all [ 9 , 10 ]. However, nurses and other healthcare professionals may lack the knowledge, skills and attitudes necessary to provide equitable care for all, including those from a different cultural background [ 11 ]. Communication difficulties, in particular, pose significant difficulties in cross-cultural care encounters [ 12 ].

[title of project], is funded by the European Commission under Key Action 203 Strategic Partnerships for Higher Education [ 13 ]. It represents a collaboration between 4 European universities: [names of universities]. In this paper, we present the results from our investigation of European student nurses’ understanding and perception of cultural competence, their experience of learning in a multicultural context and that of working with patients from diverse cultural backgrounds.

According to Purnell and Paulanka [ 14 ], cultural competence is “developing an awareness of one’s own existence, sensations, thoughts, and environment without letting it have an undue influence on those from other backgrounds; demonstrating knowledge and understanding of the client’s culture; accepting and respecting cultural differences; and adapting care to be congruent with the client’s culture” [ 15 ]. Cultural competence is an essential component of nursing care. In this context, culturally competent nursing care integrates specific knowledge, skills and attitudes that guarantee appropriate and equitable care for all, including diverse patient populations [ 7 , 16 ].

Providing culturally competent care has been associated with positive patient outcomes including improved nurse-patient communication [ 17 ], higher patient satisfaction [ 18 ] and better health status [ 19 ]. In addition, according to Cruz et al [ 20 ], cultural competence contributes to reducing health disparities in healthcare facilities and improving health equity [ 21 ]. In contrast, culturally indifferent care may lead to a misinterpretation of patients’ needs, inaccurate diagnoses and treatment errors [ 22 , 23 ], and has been linked to increased health disparities [ 24 ].

In previous years, the nursing community has focused on cultural competence of both students and qualified nurses [ 20 ]. According to the International Council of Nurses (ICN) [ 25 ], patients have the right to culturally and clinically appropriate care in order to ensure best patient outcomes. However, preparing nurses to provide safe and culturally competent nursing care requires significant education and training [ 26 , 27 ]. Thus, the means of providing safe and culturally competent quality care should be central components of nursing education [ 7 , 28 ]. Yet, previous studies have suggested that student nurses often lack the confidence to provide culturally competent care [ 29 , 30 ]. Furthermore, the concept of transcultural nursing care continues to be insufficiently addressed in the field of nursing education [ 1 , 31 ].

As future qualified nurses practicing in an ever growing and changing multicultural society, European student nurses must be equipped with essential knowledge, skills, values and attitudes that allow them to provide culturally mindful, safe and equitable care for all. Yet, little is known about how student nurses learn and experience cultural differences (and similarities) both at college and in practice [ 26 , 32 ]. It is important to understand these experiences and perceptions in order to adapt nursing curricula to the student nurses’ learning needs. Thus, this investigation aims to:

• Identify the student nurses’ perceived level of cultural competence and establish whether transcultural nursing content is currently being integrated in undergraduate nursing programs.
• Describe the student nurses’ experience of learning cultural competence.
• Analyze the student nurses’ experience of working with patients from diverse cultural backgrounds.

A phenomenological approach was selected in order to illicit the student nurses’ perceptions and experience of learning cultural competence. This is appropriate as this methodological approach allows researchers to understand complex phenomena through the participants’ perspectives and meaning that they give to their lived experiences [ 33 , 34 ]. We used the COREQ reporting guidelines in both the framing and presentation of methods and findings of this study [ 34 ].

Participants

We recruited a total sample of 40 undergraduate student nurses registered in a Bachelor of Nursing program from one of the following universities [university 1] in Spain (12 students), [university 2] in Belgium (11 students), [university 3] in Turkey (10 students), and [university 4] in Portugal (7 students). We used a purposive sampling technique ensuring a good balance across the following characteristics: age, gender, nationality and year of study. Inclusion criteria for taking part in the study included:

• Undergraduate student nurses registered in one of the participating Higher Education Institutions (HEI).
• Student nurses who agreed to the conditions of the study and gave informed consent to participate.

Data collection

Focus groups were selected as the most suitable method of data collection as they allow researchers to gain a rich understanding of participants’ perceptions, experiences, attitudes and beliefs [ 35 ]. In order to address the possibility of a power difference emerging during the group discussions due to the participants seniority level, the focus groups conductors ensured that a significant level of participation was obtained from each and every participant. 7 semi-structured focus groups with 5–7 students were conducted by an academic working at each of the study sites in the participants’ first language. All the student nurses from each university shared a language, namely Spanish or Portuguese or Dutch or Turkish. Similarly, the researchers that conducted the interviews were also proficient or native speakers or Spanish or Portuguese or Dutch or Turkish. Data collection took place between March and August 2019 and had an average duration of 30–60 minutes. The sessions were audio-recorded and transcribed verbatim. The original transcriptions were subsequently translated into English by the academic conducting the focus group, all of whom were proficient English speakers. All the researchers used the same (previously agreed) focus-group guide developed by I.A-S., L.S-R. and I.H-E. Focus-group questions addressed topics such as the influence of cultural difference on health, the students’ perceived level of cultural competence, their experience of learning about cultural issues in the classroom and their experience of learning in a multicultural environment. The questions in the interview guide were designed based a thorough review of the literature and our own personal experience of teaching and learning cultural competence [ 36 ] ( Table 1 ).

The following variables were collected in order to describe the sociodemographic and cultural characteristics of the sample: age (years), gender, marital status, occupation, race/ethnicity, religious affiliation, adherence to religion, residential environment, socioeconomic level, country of study, year of study, language competence, cultural competence training, involvement with diverse patients/organizations, experience working with patients from diverse backgrounds, and experience living/studying abroad for at least 3 months. A copy of this questionnaire is provided as ( S1 Table ).

Data analysis

Descriptive statistics was used to analyze the sociodemographic and cultural characteristics of the sample; qualitative variables were analyzed using frequency and percentage whilst quantitative variables were analyzed using mean and standard deviation. Qualitative data were analyzed using the NVivo software (Version 12, QRS International).

Two researchers, E.T-L. and I.H-E, analyzed the anonymized transcripts separately following Braun and Clark’s [ 37 ] phases for thematic analysis: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) producing the report. In addition, the following techniques were used in order to guarantee quality:

• Nurse students from four European HEIs were recruited in order to contrast and compare the findings across multiple sites.
• During the process of data collection, the researchers involved took field notes including personal reflections on the participants’ response and on specific points arising from the focus groups.
• During the process of data analysis, an audit trail of the researchers’ both independent and collaborative decision-making process was kept.
• During the process of writing the final report, frequent contact between the authors from the 4 study sites was maintained in order to oversee the process of data analysis and identify potential biases.

5 Themes and 16 subthemes were derived from the data. A selection of some of the most illustrative and representative verbatims from the focus groups is presented as in S2 Table . We made a conscious effort to offer a balanced picture of the students’ testimonies by ensuring that the opinions of the students from every study site were represented both in the text and S2 Table . Thus, the codes assigned to each participant do identify their university of origin. However, any references to specific places, health services etc., were removed from the text in order to safeguard the participants’ personal identity. However, the choice of verbatims was also guided by their content and meaning and, for this reason, it is possible that not all countries are represented in all the themes and subthemes. It would have been interesting to elaborate a comparative analysis of our findings by university of origin, but the results were interpreted in an integrated manner.

Ethical considerations

Approval from [name of REC] (REC) was sought and obtained (study reference number 16–2019). This resolution was translated into English and sent, along with the original resolution, the study protocol, the participant information leaflet and the consent form, to all the participating HEIs. All the HEIs involved in this investigation evaluated these documents separately and each university gave explicit permission to collect data. Specifically, permission was granted to implement this study by the local RECs at [name of university] ([website]) and [name of university] ([website]). At [name of university] the process was slightly different and followed the flowchart in the document enclosed. All three institutions accepted the resolution from the Spanish REC and, therefore, no further local REC approvals were issued nor required. Consent form was given by the participants, who were adults, in writing.

The sociodemographic and cultural characteristics of our sample are presented in Table 2 . The average age of the student nurses was 22.5 years. Most of the participants were female (72.5%). Regarding their marital status, 70% were single and 30% were either married or in a stable relationship. The vast majority of the student nurses defined themselves as having a white ethnic background (97.51%), being middle social class (95%) and were studying full time (82.5%). All of the participants were studying in their birth country at the time of being interviewed. Almost 83% of our participants had not had any prior training in cultural competence, and the same percentage of student nurses stated that they did not belong to a culturally diverse family or group of friends. Finally, only a minority had lived or studied abroad for over three months (12.5%).

Theme 1. Concept of culture/cultural diversity

This theme integrates the students’ perceptions of the role of culture in society, as well as the implications of living in a multicultural society.

Meaning of culture

A variety of descriptions and definitions of culture were identified. Some of our participants believed that culture was associated with aspects such as nationality, race, and ethnicity, whilst others made reference to other elements such as lifestyle, religion and tradition.

‘Ethnic group’ (IPP - 07)

‘After all , culturally , we very often start thinking about distinguishing between color and religion , or indeed religion , but from the cultural point of view , there can already be a Belgian and a German , there is a huge difference in culture between them’ (APU - 02)

‘Tradition , beliefs and norms’ (IAU - 06)

Identifying cultural diversity

Frequently, the concepts of multiculturality and cultural diversity were used interchangeably; cultural diversity in particular was associated mainly with nationality and a specific way of acting or behaving in society.

‘Mix of different types of cultures , different types of behaviors and seeing what happens when you mix them all , that combination’ (USJ - 11)

‘Our society is very colorful—we had individuals from different cultures and background in our country even before the Syrian migrants came in’ (IAU - 05)

Ethnocentricity

The participants often referred to their own cultural norms and habits as the “right” way to act and behave, which could sometimes result in “cultural conflict” between people from different cultural backgrounds. Further, they suggested that belonging to a different culture represents a challenge when it comes to understanding the needs of the other.

‘We are always me , me , me ; we think that our culture is the best for everyone [everyone nods] . Then , you assume that , unless you see a physical or religious difference , you feel that everyone does the same things as you , then you assume that everyone is going to do things the way you do things’ (USJ - 02)

‘The different cultures are always clashing with each other’ (USJ - 12)

Theme 2: Personal awareness

This theme includes the participants perception of their own level of cultural competence and their identified learning needs.

Self-perception of cultural competence

This subtheme integrates the students’ perception of their own cultural competence based mainly on their experiences of looking after patients and their relatives during clinical placement. Whereas some of them did feel comfortable with their perceived level of cultural competence, most of them considered that they still had much to learn. Some of the students made emphasis on their lack of knowledge about, and understanding of, specific minority cultures, whereas others suggested that a lack of cultural knowledge could be overcome by showing an empathic, respectful and open attitude towards those who were different, and by confronting these situations with a predisposition to learn and adapt one’s practice.

‘Yes , I am reassured in my own level of cultural competence , for me now , especially after several years of internship experience in a multicultural context . I can manage my care’ (APU - 09)

‘¡Ay ! I don’t know if it’s adequate [the student’s level of cultural competency] , but when I care for a person from a different culture , I base my actions on respect and , if I don’t know , I just ask’ (USJ - 12)

Perception of learning needs

The students identified a lack of practical experience and/or exposure to culturally diverse patients, and gaps in their knowledge of issues relating to cultural competence, as areas of improvement in relation to the perceived need to provide culturally sensitive and safe nursing care.

‘I’d like to have more training on this [cultural competence] . [ … ] To have some more information in case they come to clinic and you know nothing about their culture’ (USJ - 11)

‘I need a way to communicate with patients and behave more professionally in case of cultural conflicts or issues related to it’ (IAU - 04)

Theme 3: Impact of culture…

This theme comprises the students’ perception of the impact of culture on the care delivered by both qualified and student nurses to patients who belong to the same or a different culture, and also the impact of different cultural customs and habits on people’s’ health.

…On caring

The participants felt that cultural difference affected care decisions; they described how their own cultural background, and that of their mentors, had an impact on their practice and thus affected patient care. Cultural difference in this context was sometimes described as ethnic difference; on the other hand, culture and religion were cited as factors which contribute to improve the quality of nursing care.

‘The first thing that comes to mind is definitely mine and yes , I think it [the student’s own culture] influences everything ; the way I speak or the way I approach a patient or ask him questions’ (USJ - 12)

‘As per our religion and culture , cleanliness and hygiene are very basic requirements and important . I think this perspective influences my nursing practice in a positive way’ (IAU - 01)

…On health

The participants agreed with the notion that culture affected health and disease, and described cultural practices and behaviors which had both a positive and a negative impact on people’s health. It was often the case that the practices and customs deriving from the students’ own culture were perceived as being generally beneficial to health:

‘Different lifestyles are determined by different cultures and can improve or worsen your health status , for example , the health of the Spanish society in general is good due to the Mediterranean diet’ (USJ - 09)

However, examples were also given of specific cultural behaviors which were different from their own and which were perceived as being positive:

‘On a level of social interaction , in terms of the visit of your family or a large presence of family or involvement . [ … ] I think that the involvement of that family and those closer social connections is certainly an advantage compared to that more individual culture we have here’ (APU - 02)

Religion was frequently cited by as heavily influencing patients’ decisions mostly in a negative way, and the student nurses provided a myriad of different examples:

‘The health staff warned her , but she was very adamant and did not have the abortion due to her religious belief and went home’ (USJ - 05)

Other factors perceived by the students as exerting a negative influence on patients’ choices and, thus, health include language and traditional customs:

‘Some cultural practices may have adverse effects on health . I witnessed a Syrian patient who made her new - born baby sleep in a swaddle prepared by her . The swaddle was so stiffly tied that it could adversely affect the baby’s hip development or displacement of the hip joint—such cultural practices could be harmful to the new - born’ (IAU - 03)

Theme 4: Learning cultural competence

The student nurses described their experiences of learning cultural competence either as part of their bachelor studies, as part of extracurricular learning opportunities provided by their respective HEIs or as part of activities taking place outside the university.

As part of the nursing curriculum

This subtheme integrates the participants’ descriptions of the nursing courses which, in their opinion, addressed cultural competence. Only one fourth year, optional course, delivered at [University 1] was described by the student nurses as focusing primarily on cultural competence; instead, most of the participants confirmed that cultural competence was addressed occasionally as part of a range of different modules.

‘You have those—nursing on the move—(online modules) , but I found that very limited’ (APU - 02)

‘For example , it was discussed in Ethics a bit’ (USJ - 11)

‘For example , the teachers of Socio - anthropology , Ethics and Psychology of Health deal with these issues (IPP - 06)

‘Not as a separate course but as a part of other course as anthropology or interpersonal communication’ (IAU - 06)

The participants identified mainly two types of teaching and learning activities used when addressing cultural competence in the classroom, namely clinical case-studies and clinical simulation. In most cases, the students found these teaching and learning activities insufficient.

‘There were news , we saw the news and all that but , you know …, it was all very theoretical’ (USJ - 08)

‘We do case studies and conduct open discussion on problems relating to intercultural issues in class’ (IAU - 02)

The students appraised their teachers’ expertise to teach about cultural competence. Most of the students thought that their teachers’ knowledge was adequate to integrate this content in their respective courses, or to find the information necessary to do so. Interestingly, they did not see the need for all their teachers to acquire the necessary knowledge and skills (and attitudes) to teach cultural competence. Instead, they suggested that cultural content should only be integrated in those modules with a more “social” orientation.

‘Some instructors are sufficiently prepared and deliver lectures in this area , though not all’ (IAU - 01)

‘Some subjects do not require this ( … ) . In Technical subjects , such as biology , that is not really necessary’ (APU - 04)

Finally, the participants mentioned strategies and alternatives to improve their level of cultural competence. Specifically, they mentioned clinical simulation with real patients from diverse cultural backgrounds, role-play techniques, courses in communication and (cultural) conflict resolution and increasing the presence of cultural competence in the nursing curricula.

‘I would offer a course about communication skills’ (USJ - 01)

‘I would like to learn about situations , case studies about such situations but I would also like to be able to experience them “in reality” . To have contact with these cases . To talk to the people , to learn real stories . Or we could also do study visits’ (IPP - 05)

As part of other academic activities

The participants recognized extracurricular learning opportunities offered by their respective HEIs about cultural competence. However, most of them considered these learning opportunities insufficient, or said that they were not disseminated widely enough. Having said this, some did acknowledge a lack of personal initiative on their part either to actively seek or participate in said activities.

‘You have those—nursing on the move—(online modules) , but I found that very limited . Because it really was a lesson and you were done’ (APU - 02) .

‘There are many things , like the Erasmus program too , like that , you can spend two weeks in England , and there an International Department and you can get information there if you show initiative’ (USJ - 10)

In addition, the students shared their experiences as exchange students, mainly through the Erasmus+ program, and as participants in summer schools and other complementary courses and/or cultural immersion activities. All the student nurses who had taken part in these experiences described them as enriching and an opportunity to open one’s mind. This is despite their initial fears and concerns about different issues, including their personal capacity to manage themselves in a multicultural environment.

‘I participated in a transcultural summer school in [name of location] in 2018 . I came across students and teachers from some parts of Europe as well as met refugees from Pakistan and Afghanistan [ … ] . This cultural interaction was very fruitful and a great learning experience for me’ (IAU - 03)

Interestingly, some of the students suggested that cultural competence could also be learnt from their own culturally diverse peers, simply by being in a multicultural environment.

‘While discussing the adaptation process and difficulties faced by our foreign classmates’ (IAU - 07)

As part of activities taking place outside the university

The students also described learning opportunities external to their respective HEIs including voluntary work, experiencing cultural encounters as part of their professional and/or social activities and even playing videogames.

‘I volunteered to give yoga lessons to children who were different , I mean , there were Spanish children too , but there Muslims , Gypsies and so on’ (USJ - 01)

Theme 5: Learning cultural competence during practice placements

Clinical placements provided cultural encounters and learning opportunities that the students recognized and generally valued. This theme integrates the students’ perception and experience of caring for culturally diverse patients, including the perceived barriers or difficulties to provide culturally mindful and safe nursing care [ 10 ], and the strategies employed to overcome them.

Shortfalls and differences in the care provided to culturally diverse patients

The participants observed and described scenarios in which the quality of nursing care was suboptimal, resulting in care which only partially addressed the needs of culturally diverse patients. The nurses’ workload, the language barrier, a lack of specific resources (or knowledge of these resources) and the certain degree of prejudice against a specific group of people, for example Muslims in Belgium and Gypsy Roma in Spain, were sometimes cited as barriers to provide safe and mindful nursing care that met the patients’ needs and expectations.

‘Because now there is no male nurse available to care for that man , but he has to get care , and maybe he needs to receive care for his intimate parts as well , from wound care or something like that and then that won’t happen and that can get infected’ (APU - 09)

‘The health service needs of the Syrian refugee community are being met adequately , however , the other minority communities may not have been receiving the same amount of health care’ (IAU - 01)

The Belgian students made reference to specific regulations and barriers at healthcare system level which had a significant impact on patients’ access to care:

‘In [name of hospital] that sometimes happens . People who actually need surgery , but they are not allowed to have surgery because they don’t have any papers in Belgium . So , we have to send them back home’ (APU - 09)

Finally, it is worth describing some of the Turkish student nurses’ view of health inequity in Turkey, where the Syrian refugees are seen as having better access to care than other minorities and even the majority Turkish population.

‘The healthcare needs of the Syrian refugee community are being met adequately . However , the other minority communities may not have been receiving the same amount of health care’ (IAU - 01)

‘Syrian inpatients are being hospitalized as and when necessary , the Turkish patients are often being sent home with the excuse that there are not enough beds’ (IAU - 03)

Racism and prejudice in the healthcare service

The student nurses witnessed racist, prejudiced and discriminatory attitudes towards not only patients and their relatives, but also towards healthcare professionals whilst on placement. These negative attitudes were observed in the students themselves, the staff and also the patients.

‘An African nurse who does something wrong in the eyes of a Belgian old lady , who is then charged with malpractice more quickly than if I had made that mistake . Me being Belgian—with the right colour , so to speak’ (APU - 09)

‘I have seen loads of racism against patients [ … ] ; nasty comments behind their back . Sometimes I even …, I don´t confront them , but sometimes I have made a cutting remark , like saying : “don’t cross the line’ (USJ - 02)

‘And then there are the “positive” comments like : ´look how nice they are even though they are Gypsies’ . It’s like …, what ?! ’ (USJ - 02)

Communication and language barriers

This subtheme comprises the student nurses’ perceptions and experiences of communication barriers during practice placement. Generally, the language barrier was perceived as a key challenge to communicate with diverse patients.

‘The language barrier is the single most important thing in the picture during clinical placements’ (APU - 02)

‘Communication is the basic problem . The health care staff cannot serve the patient properly or understand his health requirement due to language barrier’ (IAU - 06)

However, language was not the only communication barrier observed or experienced by the students. Sometimes, the nurses’ attitude when caring for people from a different cultural background was cited as a source of difficulty too:

‘I have also experienced some miscommunication myself , mostly a lack of communication between the nurse and other cultures sometimes . They don’t seem to make the effort , or they don’t dare say something , and this results in miscommunication later on’ (APU - 04)

The students reflected on the impact of these barriers on the quality of patient care and the nurse-patient relationship.

‘I witnessed a case with a foreign inpatient for gastric reduction surgery where nursing care was incomplete because of lack of communication . The patient was in a depressive state but could not express herself . Also , psychological counselling could not be given because of the language barrier’ (IAU - 02)

‘They may not be able to trust the health care staff due to language barrier . They may be suspicious of the health care received (IAU - 01)

In addition, they perceived that it was necessary to make an extra effort to breach this rather frequent and significant language barrier. However, there was a certain level of disagreement about who had to make that extra effort:

‘The language barrier is an issue that must be overcome even from the patient’s side . In other words , they should make an effort to learn the language of the country that they have come to live in´ (IAU - 07)

‘Because of the language barrier the foreign patients are often scared to ask questions . As health care staff we must provide them with adequate information about the treatment even if they don’t ask for it’ (IAU - 10)

Cultural conflict

The students experienced conflictive or difficult situations during the practice placements emerging between the healthcare staff and the patients from a different cultural background. Conflict was often associated with aspects such as eating habits, religion and gender issues.

‘I have also had friction in connection with eating habits’ (IAU - 04)

‘She got very angry because it happened a few times already . But I think that maybe rules should be made about prayer - times’ (APU - 06)

‘He didn’t want to be treated by any women , just men . For example , we went to insert his urinary catheter and he didn’t let us’ (USJ - 03)

One of the Spanish students described how, on one occasion, conflict was resolved through the intervention of a cultural mediator; however, this was not the rule but the exception in their discourse:

‘I think that cultural mediators are super important and people just don’t know of them . Even I didn’t know they existed until one day that for me it was like : “wow ! ” If I ever find myself in a similar situation …, cultural or whatever , I will call a mediator because , you know , this is like seeing the light ; a solution’ (USJ - 01)

Tools and resources

The students described a range of tools and resources, used and witnessed during clinical placements, intended to overcome the (mainly) linguistic communication barrier. Some of these tools and resources were more adequate than others. For example, the students described working with professional interpreters:

‘Here there are always interpreters in the house , in the hospital . Especially in [name of hospital] , interpreters come to translate’ (IAU - 09)

Yet, they were not always available:

‘But I think that’s where the language barriers come in , if people don’t understand you well and you don’t find any interpreters , then good luck trying to explain it ! [ … ] Sometimes I find that very frustrating’ (APU - 05)

In these cases, they often resorted to other individuals to interpret for the patients including cleaning and other staff:

‘Sometimes people from the cleaning crew translate for us as they often are from another origin as well . So that’s also more convenient for us’ (APU - 09)

The students themselves were sometimes asked to interpret for a patient using a language other than their mother tongue, usually English:

‘They came to me this morning . We have a Russian patient who doesn’t speak Spanish and none of the nurses spoke English and they come to me and say : “come here and see if you can manage because we just can’t understand each other”‘ (USJ - 04)

More worrying still is the fact that the patients themselves, and their relatives, were asked to interpret for other patients when professional interpreters were not available:

‘Often there are other patients who speak the same language . We utilize their help also from time to time’ (IAU - 01)

‘The relatives also can help’ (USJ - 07)

Frequent reference was made by the student nurses to a range of different technologies used to communicate with patients who did not speak the same language:

‘We had a patient who didn’t speak English but there’s something interesting and good about the new technologies , and the translators online , and the internet . He’d write in his mobile phone what he wanted to say and translate it into Portuguese , in the translator , and we‘d do the same with him . It was a way of communicating with him’ (IPP - 04)

However, the results were not always satisfactory:

‘He didn’t speak Spanish , nor English ; we didn’t speak Russian , so we used Google translate . We typed the words in Google and clicked and the phone spoke in Russian and all that , but it was awful . You can’t establish a good nurse - patient relationship , you know ? It was completely different , you felt like …, you know ? Like …, insecure’ (USJ - 03)

Other tools and resources used included pictograms, gestures and other non-verbal communication strategies and even music:

‘Well , we had this linguistic barrier . All the communication was made with mimics , gestures , like “nooo” , “that’s OK” (thumbs up) and things like that’ (IPP - 04)

‘I saw once in ICU that they had various scales with pictures so that all the patients had to do was point to one picture or another , but they told me that they never used them ; they were there for decoration’ (USJ - 09)

‘In the intensive care children unit , out of the 28 patients , 26 were Syrian refugee children ; the nurses had put on Arabic music to entertain the children’ (IAU - 07)

Positive attitudes and behaviors

The students described certain attitudes and behaviors which were described as positive and conducive to a better nurse-patient relationship, as well as higher quality nursing care; in short, a more equitable nursing care for all:

‘There is nothing more unequal than treating everyone the same’ (USJ - 01)

Specific values, skills and attitudes were mentioned, including active listening, respect, trust, empathy, focusing on the patient’s needs and avoiding prejudice.

‘I really do ask my patients about it . So : “what is this like for you , in your culture” ? With Moroccan families , for example , or Islamic culture , how do they feel about taking care of the body of someone who is deceased , and other things ? [ … ] All I do is ask , so that I know more about what to do , the next time I find myself in such a situation ? That helps me a lot’ (APU - 09)

‘Don’t treat patients as you would like to be treated but as they would like to be treated’ (USJ - 05)

This article analyzed the perceptions and experiences of cultural care of a sample of Belgian, Spanish, Portuguese and Turkish undergraduate student nurses.

All of our participants had been born in the same country where they were studying and the vast majority defined themselves as being from a white ethnic background, middle social class and studying full-time. This implies that our sample was largely representative of the majority population. This seems also to be the case in previous qualitative studies on the same topic [ 2 , 38 ]. With regard to the students’ previous exposure to culturally diverse people and experience of caring for patients from different cultural backgrounds, it was similar to that reported in previous similar recent research [ 7 , 38 ].

The participants expressed different opinions and definitions of the concept of culture and cultural diversity; whereas some student nurses associated culture primarily with ethnicity and nationality, others were able to offer a wider description of the concept encompassing aspects such as lifestyle, religion and tradition. This wider definition of culture has also been described in previous studies [ 15 , 39 , 40 ] and was adopted throughout this investigation. Interestingly, a certain tendency to ethnocentrism became apparent in the student nurses’ discourse, who sometimes identified their own culture with the “norm” and the normal way of acting and behaving. According to Amiri and Heydari [ 41 ], it is not infrequent for both qualified and student nurses to behave in an ethnocentric way towards patients from different cultures. Unfortunately, ethnocentric attitudes and approaches in health care may adversely affect patient care and lead to worse patient outcomes [ 42 ]. Thus, undergraduate nursing programs should address these issues in order to limit the possibility of student nurses adopting ethnocentric attitudes and behaviors not only towards their culturally diverse patients but also their colleagues.

The students’ self-perception of cultural competence ranged from adequate to inadequate, with some participants suggesting specific strategies and attitudes to overcome their perceived lack of competence including respect, empathy and active listening. Previous studies have analyzed student nurses’ self-perception of cultural competency, describing it as poor to moderate [ 29 , 43 ], with the students perceiving that their ability to provide culturally congruent care gradually increased throughout their training, leading to implications of the need for continued education relating to this concept [ 43 ]. Our participants were able to express specific learning needs and gaps in their training regarding their ability to provide culturally and linguistically appropriate care, including a lack of practical experience and exposure to culturally diverse patients, both in a controlled setting such as clinical simulation and on placement. Perhaps more importantly, they analyzed the impact of culture not only on their own practice, but also on their patients’ health, and made specific recommendations on methods for integrating cultural competence in the nursing curricula. This is important as, as suggested by Sumpter and Carthon [ 44 ], giving the students the opportunity to express and discuss their opinions on this matter through focus groups may help to identify specific, student-centered teaching and learning methods to integrate this content in the curriculum.

Our participants confirmed that the integration of cultural content in their respective nursing curricula was not consistent and mostly insufficient. Generally, the students reported what can be described as a “casual” approach to cultural issues in the classroom, with teachers addressing the topic occasionally during lessons, frequently through examples and case-studies. Use of case-studies to illustrate cultural issues in healthcare programs has been documented in the literature [ 45 , 46 ]; other alternative teaching and learning strategies include international experiences [ 47 ], liaison with and participation of service users [ 48 ] and class-debate and discussion [ 44 , 49 ], among others. However, teacher-led classroom activities were not the only learning opportunities described by our participants, who acknowledged extracurricular and even extra-academic activities leading to improved cultural knowledge, skills and attitudes. The Turkish and Belgian students especially suggested that specific knowledge, skills and attitudes relating to cultural competence could also be learnt from their own culturally diverse classmates, simply by being in a multicultural environment. Based on our experience of teaching and learning in a multicultural environment [ 10 ], as well as the students’ opinions, we recommend that cultural encounters are provided and promoted both as part of theoretical and clinical training of undergraduate nursing students [ 50 ], allowing time for debriefing in order to guide and encourage the students’ critical thinking and reflection [ 5 ].

The student nurses’ description of their experiences of caring for culturally diverse patients whilst on placement provided interesting insights into the way the students learn in practice. They recognized good practice, as well as what can be described as suboptimal nursing care, and suggested specific barriers hindering the provision of mindful and safe nursing care. These included the nurses’ workload, communication and language barriers, gender issues, lack of resources including professional interpreters and prejudice against specific groups such as Muslims in Belgium, Gypsy Roma in Spain and Syrian refugees in Turkey. These are arguably some of the most prevalent and visible barriers to equitable nursing care [ 51 , 52 ]. From an educational perspective, it is important to realise that student nurses witness unequitable care whilst on placement more or less frequently. According to Djkowich et al [ 53 ], bearing witness in nursing practice can be contextualised as a moral and a political obligation. When student nurses bear witness of suboptimal or unequitable care, they must be supported to critically examine their understanding of key issues, such as power and prejudice. In fact, these authors go one step further and suggest that nurses who bear witness must also accept the “concomitant responsibility to take action to challenge injustice once we have borne witness to it” [ 53 ]. However, it must be taken into account that student nurses often find it difficult to challenge negative attitudes during practice placement. We suggest that both nursing faculty and mentors work collaboratively to identify challenges in the clinical learning environment and prepare the students to address them [ 54 ]. Further, healthcare training programs are responsible for and socially accountable to contribute to meeting the needs of each and every individual in a society. This implies recognising health inequities and designing and implementing measures to reduce disparities, including those related to cultural difference.

Whereas it was extremely interesting to analyze the perceptions and experiences of student nurses who belong to the cultural majority within their respective societies, we acknowledge that out study did not hear the voices of student nurses belonging to minority groups. It would be interesting to include participants from minority cultural backgrounds in future studies addressing these issues. Also, although we analyzed the student nurses’ testimonies as a whole, we acknowledge that specific differences exist in the way the students perceive, experience and learn about cultural competence both in the classroom and in practice. These differences emerge from the educational and healthcare systems, and the cultures and societies, represented in each country and must be taken into account when planning educational activities.

Conclusions

Our findings suggest that the student nurses’ perceived level of cultural competence was variable. Yet, they were able to articulate their learning needs and suggest strategies to integrate transcultural nursing content in the undergraduate nursing curriculum. We recommend that the students’ voices are heard before implementing educational strategies to address cultural issues in the classroom. Also, we suggest that opportunities for discussion and critical reflection on these issues, particularly those emerging from practice, are provided to student nurses. Healthcare training programs should address health inequities and design and implement measures to reduce disparities, including those related to cultural difference.

Supporting information

Acknowledgments.

The authors would like to thank all participating student nurses who took the time to participate in the focus groups and made this study possible.

Funding Statement

This research was funded by the Erasmus+ program under Key Action 203 Strategic Partnerships for Higher Education. Funding was awarded to the coordinator of the project, that is, San Jorge University, in Spain. The main author of the proposal was IA-S Grant number 2018-1-ES01-KA203-050800. URL: http://sepie.es The funders played no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. In fact, a disclaimer has been added at the end of the manuscript.

Data Availability

Nursing Education: Personal Statement Essay

My interest in nursing started when I received guidance from my father on the essentiality of enrolling in health science classes to help the community. Skill marketing is crucial as it will enable nurses to communicate explicitly about the position they are applying for and their qualifications to execute the role effectively (Hartley et al., 2019). I am applying for a nurse practitioner job specializing in primary care. Several professional skills I possess that make me a better nurse practitioner candidate include executive leadership, clinical instruction, increasing patient outcomes, improving nursing practice, and problem-solving.

In my career path, I registered for a nursing degree and was certified as a registered nurse (RN). I have extensive healthcare work setting knowledge of private practice and outpatient care. My military experience is that I have been able to treat and counsel veterans in a home care nurse company operated by my father. Interacting with the patients made me realize the essentiality of building trust via holistic quality care.

I have volunteered to work at my college, whereby I offered elaborate assistance to the new nursing students by providing mentorship services. My clinical rotations include working as a nurse assistant and registered nurse, collaborating with the medical team to learn more about primary care. My civilian work experience is that I have worked with Somali community members with diverse healthcare needs. I possess exceptional soft skills, such as communication, whereby I can communicate in Arabic, Somali, and English. In addition, I have leadership capabilities as I have been leading a home care nurse company with my father.

Notably, I have outstanding planning and organization skills, and working four years as an RN and four years as a nurse assistant have made me develop hard abilities, including conducting physical exams for patients. I am highly motivated to continue my education and acquire my nursing doctorate in the next few years, enabling me to expand my employability skills as a nurse practitioner.

Hartley, P., Routon, P. W., & Torres, L. (2019). The skills marketing majors believe they acquire: Evidence from a national survey. Journal of Marketing Education , 41 (3), 202-214. Web.

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Examples of Professional Nursing Goals: Skills, Education, Earnings

Discover examples of educational, competency, earnings, and nursing career advancement goals to help you plot your way forward on your nursing career path.

Setting professional nursing goals is essential to advancing your career as a nurse. Your current focus could be earning an advanced nursing degree, moving into a leadership position, or becoming competent in a specialized area. Whatever it may be, successful career advancement requires experience, skill-building education, and strategic planning.

This guide provides examples of nursing goals that you can use as inspiration to develop your own.

Why set professional nursing goals?

Setting goals establishes a process for evaluating and monitoring progress toward your nursing career objectives. Your goals outline a career path roadmap guiding you to obtain the skills, experience, and education you need to succeed.

Goals help you measure progress. Specific goals, such as earning a certification in a specialized area, are much easier when you set actionable steps and deadlines for yourself.

Goals help you build your resume and develop the right competencies. Get focused on precisely which certifications and licenses you may need to boost your resume and move into a specialty. This can include taking classes, attending workshops, and participating in conferences for additional credentials.

Goals increase your sense of purpose. Setting goals is a motivator for keeping track of your progress, so you evaluate your career against your own achievements. Learning and building skills builds confidence.

Goals can set you up for career advancement. Whether you want to become a director, move into a more laid-back nursing opportunity, or start your own health care business, setting goals helps you progress faster.

5 examples of professional nursing goals

Your goals can focus on anything that helps you in your professional nursing career. Establish goals that fit your nursing career path and commit to achieving them.

1. Set a goal to build your experience.

Develop a list of experiences you want to gain. What do you want to achieve in your first three months of practice? This can help you make the most of your time and become competent more quickly. Setting a tangible goal can give you the courage to put your hand up to volunteer even it is challenging. 

Experience-driven goals to consider

• Assess and plan care needed for a specific type of patient

• Care for patients in both pre-surgery and post-surgery settings

• Measure and administer controlled drugs

• Take blood from a patient with difficult veins

• Do a patient handover to a senior nurse

• Supervise staff in a ward

• Care for patients in an acute medical setting

• Mentor a support worker or health care assistants

• Support patient families through an emotional time

2. Set a goal to get more education to advance your career.

For many nurses, success in their career is synonymous with advancing to progressively higher nursing levels. From nursing assistant and nursing assistant II to registered nurse (RN), nurse practitioner, and clinical nurse specialist (CNS), you can move up the ranks and achieve greater autonomy and responsibility. As you gain experience, you can also move up the pay scale.

The following are some roles to shoot for:

Certified nursing assistant (CNA): $43,413 [ 2 ]

Licensed practical nurse (LPN): $98,739 [ 3 ]

Registered nurse (RN): $122,893 [ 4 ]

Advanced practice nurse (APN): $113,832 [ 5 ]

Executive director of nursing: $140,453 [ 6 ]

The nursing profession offers you many career paths. You can work in clinical roles, research, education, management, public health, or consultancy. When mapping out your job progression plan, it’s a good idea to look at the resumes of people doing the job you want. Reviewing Linkedin profiles can help you gain insights to plan your nursing career path.

3. Set a goal to build soft skills.

Being a nurse is more than just a set of technical skills like drawing blood and taking temperature. A good nurse is a critical thinker, an ethical problem solver, an expert at time management, a team leader and builder, and overall, a patient, detailed, and compassionate human being.

You can set goals to build your soft skills and practice them in your work.

4. Set a goal to build technical nursing competencies.

To maintain competency in your current role, you'll want to stay up to date with new equipment, advances in health care technology, and treatment options. By increasing your technical nursing competencies and mastering new clinical procedures, you can advance your nursing career.

You may set goals to develop competencies such as:

Using urgent and emergency care equipment

Checking, monitoring, and assessing vital signs

Being proficient in compassionate patient and family education

Using medical information systems

Developing acute and specialist skills, such as a catheter, ventilator, ECG, and tracheostomy

With the increasing complexity of technology and care in health settings, you’ll need to continue to build your technical knowledge and skills throughout your career. 

5. Set a goal to broaden your nursing experiences.

As you advance in your career, it's easy to feel that you know what you're doing and get comfortable. To fulfill your potential, continually challenge yourself.

One way to do this is to spend time in different areas, working with different people, and learning new skills. If you are aiming for senior nursing roles, you may want to set a goal of working in various nursing settings throughout your career. As well as allowing you to broaden your experience, this can help you get a bigger picture of health care and prepare you for advanced or specialized roles

You might set a goal to get work experience in settings like:

Medical centers

Inpatient settings

Outpatient settings

Residential homes

Health centers

Corporate settings

Emergency departments

You can also get experience working in many nursing areas and specialties:

Adult health nursing

Cardiac care nursing

Critical care nursing

Emergency room nursing

Geriatrics (care of older adults)

Medical/surgical nursing

Mental health/psychiatric nursing

Neonatal (newborn) care nursing

Oncology (cancer care) nursing

Pediatric (child care) nursing

Tips on setting your nursing goals

To succeed in the nursing profession, you’ll need to set short-term and long-term goals.

When setting your professional goals , make sure they are SMART:

Specific: Get clear on exactly what you want to achieve.

Measurable: How will you know if you have reached your goal? Set a target.

Achievable: Make sure it is possible to reach your goal.

Realistic: Your goals should be practical and relevant to you and your career.

Time-based : Set a deadline for reaching your goals to help you stay on track. 

Choose where you want to go in your career and work back from there. Think about your values, personal qualities, and what motivates you.

Take small steps toward your long-term goals

Think of your short-term professional goals as steps to achieve your long-term career goals. For example, suppose you want to become a nurse manager in the next five years. In that case, short-term goals could include earning a professional leadership certificate, gaining supervisory or team leadership experience, and ensuring that your core clinical skills are top-notch.

Take the next step

Consider Introduction to Integrative Nursing as part of the Integrative Nursing Specialization offered by the University of Minnesota to help you reach your nursing goals. You'll learn how to set patient care goals and learn a diverse set of integrative healing modalities.

Article sources

The National Academic Press, “ Infographic: The Future of Nursing ,https://nap.nationalacademies.org/visualizations/future-of-nursing.” Accessed August 9, 2023.

Glassdoor, “ How much does a Certified Nursing Assistant make? https://www.glassdoor.com/Salaries/certified-nursing-assistant-salary-SRCH_KO0,27.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a Licensed Practical Nurse make? https://www.glassdoor.com/Salaries/licensed-practical-nurse-salary-SRCH_KO0,24.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a Registered Nurse make? https://www.glassdoor.com/Salaries/registered-nurse-salary-SRCH_KO0,16.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a Advanced Practice Nurse make? https://www.glassdoor.com/Salaries/advanced-practice-nurse-salary-SRCH_KO0,23.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a RN (Masters Degree)Staff Nurse make? https://www.glassdoor.com/Salaries/rn-masters-degree-staff-nurse-salary-SRCH_KO0,29.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a Doctor of Nursing Practice make? https://www.glassdoor.com/Salaries/doctor-of-nursing-practice-salary-SRCH_KO0,26.htm.” Accessed August 9, 2023.

Glassdoor, “ How much does a Executive Director Nursing make? https://www.glassdoor.com/Salaries/executive-director-of-nursing-salary-SRCH_KO0,29.htm.” Accessed August 9, 2023.

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Writing an Outstanding Application Nursing Essay

Embarking on the path to a nursing career involves navigating through various challenges and significant moments, with the nursing application essay standing out as a key component. This essential part of your application transcends mere formality; it presents a special chance for you to highlight your character, commitment, and aptitude for the nursing profession. In this detailed guide, we aim to explore the intricacies of creating a standout nursing application essay. Whether you’re just starting to explore the nursing field or are ready to submit your application, this article is your roadmap to success.

Understanding the Purpose of the Essay

What do nursing schools seek in your essay.

Nursing schools are looking for candidates with the academic qualifications and personal qualities essential for nursing. Your essay should reflect your compassion, empathy, commitment to the profession, and understanding of the nursing role.

The Essay’s Role in Your Application

Your application essay is your voice in the admission process. It’s where you can speak directly to the admissions committee, tell your story, and explain why you are drawn to the nursing field. This essay can be the deciding factor in your application, setting you apart from other candidates.

Preparing to Write

• Research: Aligning with the School’s Values

Prior to beginning your essay, it’s essential to familiarize yourself with the fundamental ideals and beliefs of the nursing school you’re applying to. Spend time browsing their website, absorbing their mission statement, and comprehending their perspective on nursing education. This crucial insight will help you tailor your essay to resonate with the school’s philosophy. This research will help you tailor your essay to resonate with their ethos.

• Self-reflection: Your Nursing Journey

Reflect on your experiences and why you chose nursing. Think about moments in your life that led you to pursue this career. These reflections will help you create an authentic and personal narrative.

• Brainstorming: Crafting Your Story

Take time to brainstorm ideas for your essay. Think about your strengths, experiences, and what aspects of nursing excite you. Make sure to note down these key points; they will be the essential framework for your essay.

Structuring Your Essay

• Introduction: Making a Strong First Impression

The introduction of your essay is your first chance to capture the reader’s attention. Begin with an engaging story, a meaningful personal experience, or a statement that makes the reader think. This approach will offer a window into your personality and highlight your enthusiasm for nursing.

• Body: Building Your Narrative

Organize the body of your essay around a few key experiences or ideas. Each paragraph should focus on a specific aspect of your journey or a particular quality you possess. Use examples from your life to demonstrate your commitment, compassion, and ability to overcome challenges.

• Conclusion: Leaving a Lasting Impression

Your conclusion should wrap up your essay by summarizing the key points and reaffirming your interest and readiness for a nursing career. This is your final chance to remind the admissions committee why you are a suitable candidate.

Writing Tips and Best Practices

• Clarity and Conciseness

Keep your writing clear and concise. Avoid unnecessary jargon and be direct in your storytelling. Remember, the admissions committee reads many essays, so getting your point across quickly is crucial.

• Authenticity: Be Yourself

Your essay should reflect your true self. Don’t try to be someone you’re not. Honesty and sincerity will resonate more than trying to fit a certain mold you think the school wants.

• Using Specific Examples

Provide specific life examples rather than general statements about your passion for nursing. This might include volunteering, personal experiences with healthcare, or moments of inspiration from other nurses.

• Attention to Technical Details

Proofread your essay multiple times for grammar, spelling, and punctuation errors. Also, adhere to the nursing school’s formatting guidelines, such as word count and font size.

Common Mistakes to Avoid

• Steering Clear of Clichés and Generalities

Clichés and overused phrases can make your essay sound generic. Instead, focus on providing unique insights and personal experiences that highlight individuality.

• Directly Answering the Essay Prompt

It’s crucial to stay on topic and answer the essay prompt directly. Deviating from the prompt can lead the admissions committee to question your attention to detail and ability to follow instructions.

• Avoiding Excessive Jargon

Revising and Refining Your Essay

• The Importance of Drafts and Revisions

Your first draft is just the beginning. Be prepared to revise and refine your essay several times. This process helps fine-tune your message and improve the overall flow and clarity.

• Seeking Feedback

Get feedback on your essay from mentors, teachers, or peers. They can provide valuable insights and suggest improvements you might not have considered.

• Final Proofreading

Before submitting your essay, do a thorough proofreading. Check for grammatical errors or typos, and ensure your essay adheres to the specified word limit and formatting requirements.

Crafting your nursing application essay is an opportunity for self-reflection and a chance to convey your zeal for nursing. It’s important to remain authentic, be truthful in your narrative, and allow your sincere passion for nursing to be evident. With careful preparation, thoughtful structure, and attention to detail, your essay can prove your readiness for a nursing career.

Table of content

Crafted with Care:

Nursing Essays!

Precision, Passion, & Professionalism in Every Page.

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Department of Nursing

MBBS in Russia | MBBS in Moscow | Study Nursing in Russia | Study Nursing in Moscow | Nursing Education in Russia | Nursing Education in Moscow | MBBS Admission in I.M. Sechenov First Moscow State Medical University | MBBS Fee in I.M. Sechenov First Moscow State Medical University | Apply for MBBS Admission in I.M. Sechenov First Moscow State Medical University | How to Get Direct Admission in MBBS in I.M. Sechenov First Moscow State Medical University | Study Nursing in I.M. Sechenov First Moscow State Medical University | Nursing Fee in I.M. Sechenov First Moscow State Medical University | About Nursing

The Department of Nursing was opened in accordance with the order of the Rector and the decision of the Academic Council of the I. Sechenov Moscow Medical Academy (now the First Moscow State Medical University named after I. Sechenov) in February 2004.

The Department of Nursing is the first department of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University), created to provide clinical training for students of the Faculty of Higher Nursing Education and Psychological Social Work (FVSO and SDP) in the direction of training 34.03.01 “Nursing” ( Bachelor’s degree) and the ACT in the specialty 34.02.01 “Nursing”. Since 2011, the department taught the discipline “Nursing” and the practice of obtaining the primary professional skills “Care of the sick” at the medical faculty in the specialty 31.05.01 “General Medicine”. Since 2014, the department also teaches the discipline “First Aid and Nursing” and the practice of obtaining professional skills and professional experience “Sister” in the specialty 31.05.03 “Dentistry”.

The department is located on the basis of the Clinical Center of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University) in UKB number 3 at ul. Rossolimo house 11, page 5, students of the medical faculty, the dental faculty and the faculty of the MPF are engaged in this base. In 2017, the department allocated educational premises at the address: ul. 1st Borodino, house 2.

Since January 31, 2018, the Department of Nursing Year is part of the Medical and Preventive Faculty (MPF).

Scientific work of the department: Complex scientific theme of the department “Psychovegetative correlations in patients with coronary heart disease.”

The department has postgraduate study and a competition in scientific specialties: cardiology and internal diseases.

The department has a scientific student circle, research work is devoted to topical issues of clinical medicine.

Employees of the department conduct advisory and medical work in medical institutions in Moscow.

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