nursing student life essay

A Day in the Life of a Nursing Student

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This is mainly because nursing school needs to provide hands-on training alongside regular classes. The exact requirements for graduation vary from program to program, but you are looking at between 700 and 1000 hours of clinicals before you’re eligible to graduate. This is on top of all the credit hours, lectures, quizzes, research projects, and end-of-term exams you typically also need.

So what does a day in the life of a nursing student really look like? Naturally, I can’t answer for every program or every student – but I can tell you how my typical days have looked since I embarked on this journey.

What Needs to Be Done?

Before you can design a realistic schedule, you need to know what to include in it. Personally, I am fond of creating timetables, so this is a ritual that I go through at the start of every semester: as soon as I register, I start drawing charts and assigning time slots.

There are always some variations in every term, but at the very least, a good nursing student schedule should include the following:

• Classes – both lectures and simulation lab sessions, if any of your courses include them.
• Clinical rotations – you’ll be attending a specific hospital or outpatient unit. Make sure to account for your commuting time: there is always that one hospital unit that’s further away from everything else.
• At-home review time – on average, I will need to spend 2 hours a week doing assignments or reviewing the material on my own for each class I am enrolled in. Right before finals, I might need to increase this to 3 or 4 hours per class.
• Self-care – this includes basic home errands, home cooking, and exercising first, and actual rest second.

If you are a full-time student, you will most likely enroll in three to five classes per term. At my school, a 3-credit course would require a 3-hour lecture every week. A 4-credit course would add an hour or two at the simulation lab, so I would never take more than one of those at a time.

Sample Nursing Student Schedule

After adding up all these hours, you may be wondering what my days actually look like by midterm. 

My school is pretty good at bundling schedules to ensure we can squeeze all our lectures into two or three “study days.” This would leave three full days for “clinicals only.”

On study days

Whenever possible, I would try to enroll in two consecutive lectures rather than leave a free period between them. Why? Mainly because our cafeteria is expensive and gravitates toward deep-fried foods. I prefer to get the lectures done and out of the way and then have lunch at home while I study.

Last semester, my study days were Mondays and Thursdays. This is how my Mondays looked.

6:00 a.m.: Before the day got too hot, I would go out for a 30-minute run, followed by a shower and breakfast. As I live close to campus, it is only a 20-minute drive, even during rush hour.

7:55 a.m.: Classes started at 08:00 a.m., so at 07:55, I was usually already in class, picking out a spot and reserving seats for some tardy friends.

8:00 to 11 a.m.: Time for the first lecture of the day. During my last term, this was Maternity Health on Mondays and Nutrition and Disease on Thursdays. 

11 a.m. to 12:30 p.m.: The Maternity Health lecture was always followed by two hours at the simulation lab, which almost never finished on time. After finishing the lab session, I would usually be left with half an hour or 15 minutes to grab a quick lunch before the following lecture.

1:00 to 4:00 p.m.: The second lecture of the day (Health Promotion) was fortunately very conversational and required lots of active participation, so I had no problem staying awake.

4:30 or 4:45 p.m.: As soon as I arrived home, I would gather everything I needed for my review time, including a snack, my notes for the day, and my cat for some company.

5:00 to 7:30 p.m.: If no assignments were due the following week, my “review time” consisted of transcribing my notes into something neater or creating flashcards for key terms introduced that day. This activity always provided me with a good opportunity for some spaced repetition. Otherwise, I would draft any essays or prepare for any upcoming quizzes.

8:00 p.m.: I tried to be as strict as possible about an “only fun after 8 p.m.” rule at home. Therefore, 8 p.m. was dinner time, followed by an hour of gaming or winding down.

Thursdays were a little easier. Our morning lecturer usually finished 15 minutes ahead of schedule, so I would just head straight to my next lecture (Pharmacology), which would last from 11 a.m. to 2 p.m. I would then be home by 2:15 p.m. (as there is no traffic at that time), have lunch, and prep food for the following day.  I would then study from 4 to 8 p.m., usually with a clearer head.

On clinical days

Clinicals were a different beast altogether. My school was affiliated with a large city hospital that could house most of my clinicals. The only exceptions were community health, which I had to do at a local government-run clinic, and mental health, where I had to attend a different hospital an hour away.

Before the pandemic, all our clinicals were held at a consistent schedule, from 8 a.m. to 2 p.m. Last semester, they separated us into two bubbles to keep students “socially distanced” and prevent overcrowding in the wards. Each bubble would then rotate their schedule, attending from 7 a.m. to 1 p.m. one week, and from 1 p.m. to 7 p.m. the following week.

On the weeks I had the morning shift, this is what my day typically looked like:

6:00 a.m.: I rolled out of bed, made myself a hearty grilled cheese sandwich, and headed to the hospital.

6:30 a.m.: I arrived at the hospital, ate my sandwich, and had an extra-large coffee inside my car.

7:00 to 10:00 a.m.: These were consistently the busiest hours at almost all hospital units. I would usually begin by listening to the shift handover, which gave me an excellent chance to observe how experienced nurses applied their clinical reasoning. Then, I would have a few minutes with my preceptor, where she would quiz me about how I would prioritize each patient or organize the tasks for the day.

Over my last rotation I lucked out, as not all preceptors paid us that much attention.

Pro tip: Nurture your relationship with your preceptor! Preceptors are experienced RNs who already work at the unit or floor that you have been assigned to. They volunteer to provide closer supervision to us as future nurses, and they will observe any procedure you perform.

10:30 to 11:00 a.m.: Each hospital and floor has its own system and pace. In this unit, we would find a slight lull around this time – provided nothing unexpected happened. It gave me time for some fruit and a quick break.

11:00 a.m. to 1:00 p.m.: The end of the shift was rarely as hectic as the early morning hours. Usually, the last half an hour sees a lot of running around as well, as nurses get ready to hand over to the afternoon shift – but the new “COVID schedule” meant I was exempt from this.

1:30 p.m.: I would get home and immediately head for a long shower and a nap.

3:00 to 7:30 p.m.: Depending on what was due the next day, I would spend these hours either working (paid work, either translating or editing) or preparing for the next days’ lectures. Coming to class having just read the chapter that we are about to examine made it significantly easier to follow along with the lecture.

In the weeks in which I was scheduled for afternoon clinicals, I would try hard to be out of bed before 7:30 a.m. (and consistently failed). Then, I would either work or take care of household chores until lunchtime and leave for the hospital immediately after.

08:00 p.m.: I tried my best to assign half an hour for stretching, an evening walk, or some sort of quiet time. Clinicals are physically demanding, and you will spend most of them on your feet. Because of this, I don’t even try to go running on my “clinic days,”  but stretching or mindful breathing would prevent my legs from being sore the next day.

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Pro Tips and Advanced Tools

Rotating schedules, conflicting assignments, and the occasional household emergency can make it hard to keep track of everything I need to do. Keeping track of it all is extra important when deciding what to tackle during your independent study time.

Reminders, alarms, and task management systems are highly personal, and as a nursing student, you will have to experiment with several systems until you find what works for you.  

But just in case it helps, here is what worked for me:

Get a planner you actually use

I am terrible at this. Every year, I buy a planner with the best intention of using it to write down every assignment, errand, and due date. For some reason, stopping what I am doing to check a notebook is just too disruptive, and I eventually stop doing it.

Over the last year, I invested in a chalkboard and placed it behind my work desk, just on top of my computer screen. It’s easier to raise my head and read what I still have to do on a specific day or week.

Plus, I like to cross off what I have done.

Schedule emails to yourself while in class

Whenever a lecturer gives guidelines for a new group project or the due dates for our care plans, I immediately open the “Compose” tab on my student email. In the body of the email, I type the detailed instructions and the deadlines as I hear them. Then, I schedule the email to be sent automatically to my personal email when I know I will be home and on my computer.

In this way, I will remember to add it to my chalkboard, and I know where to find all the details for each assignment later. It’s way better than texting one of your classmates on a Saturday night to ask about what type of referencing you need to use.

The Sectograph app

My husband told me about this app back in March, and I wish I had found it two years ago. This app syncs with your smartphone calendar and creates a nice pie chart showing what your day will look like. You can even set specific recurrent events (such as clinical shifts) as “pie slices” in different colors.

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Final thoughts.

One thing I realized while writing this article is that, as hectic as the life of a nursing student can get, you will eventually find a comfortable routine.

There is no perfect schedule for nursing school – but if you are realistic with your time estimates and study consistently throughout the term, you will be able to keep your to-do lists at a non-intimidating length.

Ximena is a copywriter and medical interpreter turned Nursing student. She feels very strongly about patient education and about opening healthcare access among women from immigrant and rural communities. During her downtime, she enjoys jogging, RPG gaming, and reading about classical history.

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Further Reading

Writing notes for studying in nursing school.

Note-taking is not one-size-fits all, so I’ve outlined some tips for taking notes in nursing school and considerations that can help you pinpoint the note-taking method that will work best for you.

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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

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

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Student voices

Get the student perspective on life at York

My life as a nursing student!

18 January 2016 by Kimberley

It’s a cold day in December, my alarm goes off at 05.30 and I rush to catch the bus ready for another day on placement. The sky is still dark and the cold hits my face. As I arrive, handover begins and I hear everything from bronchitic babies to overdosing teenagers – no two days are the same.

As we come out of handover, there are children’s medications that need to be drawn up, Naso-gastric feeds to be given and beds to make; and I wonder, where to begin? There are patients demanding, mothers crying and children screaming, who do I see first?  As I think about where to begin, I remember I have an essay to write and an exam to revise for. Reality check – who would choose to become a nurse?

Then as the day goes by, I remember why: I settle a baby who’s been crying, I give a feed to a child who is hungry, comfort parents who are distressed and make a baby chuckle; the “thank you” from patients as they walk off the ward, moving on with their lives; the chocolate and cake the parents give as a token of appreciation for helping them as you cared for their child when they needed someone the most; the team you find yourself in as you learn the ropes, who support you and understand that you are a student but give you the opportunities to learn; the university that supports you with everything, no matter how big or small your problem is; the other students that you can discuss everything with that you have seen and all the emotions you have felt; your personal supervisor that picks you up when you feel like you can not cope any more; the results you open to find you have passed. As I get back on the bus in the cold and dark, I remember why I am a student nurse.

Common Questions

• How do you find the travelling? I have been based in many areas of North Yorkshire and do not drive therefore I have to use public transport to get around. Although I have to get up early and get home late, the amount of opportunities due to the diversity across North Yorkshire enables me to gain a wide range of experience in different areas.
• How supportive is the department? There are a number of university support services available for students. The Student Support Team help and give advice for a range of things including financial support, advice or pointing you in the right direction if you need further support. As well as students services you have a personal supervisor whilst you are at university, this enables you to have a more of a 1:1 with someone.
• How do you cope with theory and placement? The key is to be organised. Sometimes it can be stressful but that is pretty normal with most degrees that other people have spoken about. It is also important to have fun – stay tuned for a future blog post to find out what opportunities there are outside the classroom.

Any other questions, please leave a comment and I will get back to you or point you in the right direction.

About Kimberley

Hi, My name is Kimberley! I am a 2nd year Child Nursing student studying at University of York. Keep up to date with my blogs to find out more about the University, Health Sciences Department, Campus life and amazing opportunities here at York

Reader Interactions

21 February 2016 at 1.29 pm

It’s interesting to read about a nursing student’s life. Hope you study well and become an excellent nurse:D

1 July 2016 at 9.29 am

Your enthusiasm is infectious, Kimberley! This job requires a lot of time and dedication and you seem to do an excellent job. Having to travel from place to place is always demanding but it can open a lot of doors, you never know what opportunity might jump out.

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About this blog

These blogs represent students’ views and reflections, at the time of publish. For course details and the official information please always refer to the University of York website .

To get in contact with us about anything on this blog you can email us .

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How to Write a Nursing Essay with a Quick Guide

Ever felt the blank-page panic when assigned a nursing essay? Wondering where to start or if your words will measure up to the weight of your experiences? Fear not, because today, we're here to guide you through this process.

Imagine you're at your favorite coffee spot, armed with a cup of motivation (and maybe a sneaky treat). Got it? Great! Now, let's spill the secrets on how to spin your nursing tales into words that not only get you that A+ but also tug at the heartstrings of anyone reading. We've got your back with nursing essay examples that'll be your inspiration, an outline to keep you on the right path, and more!

What Is a Nursing Essay

Let's start by dissecting the concept. A nursing essay serves as a focused exploration of a specific aspect of nursing, providing an opportunity for students to demonstrate their theoretical knowledge and its practical application in patient care settings.

Picture it as a journey through the challenges and victories of a budding nurse. These essays go beyond the classroom, tackling everything from tricky ethical dilemmas to the impact of healthcare policies on the front lines. It's not just about grades; it's about proving, 'I'm ready for the real deal.'

So, when you read or write a nursing essay, it's not just words on paper. It's like looking into the world of someone who's about to start their nursing career – someone who's really thought about the ins and outs of being a nurse. And before you kick off your nursing career, don't shy away from asking - write my essay for me - we're ready to land a professional helping hand.

How to Start a Nursing Essay

When you start writing a nursing essay, it is like gearing up for a crucial mission. Here's your quick guide from our nursing essay writing service :

Choosing Your Topic: Select a topic that sparks your interest and relates to real-world nursing challenges. Consider areas like patient care, ethical dilemmas, or the impact of technology on healthcare.

Outline Your Route : Plan your essay's journey. Create a roadmap with key points you want to cover. This keeps you on track and your essay on point.

Craft a Strong Thesis: Assuming you already know how to write a hook , kick off your writing with a surprising fact, a thought-provoking quote, or a brief anecdote. Then, state your main argument or perspective in one sentence. This thesis will serve as the compass for your essay, guiding both you and your reader through the rest of your writing.

How to Structure a Nursing Essay

Every great essay is like a well-orchestrated performance – it needs a script, a narrative that flows seamlessly, capturing the audience's attention from start to finish. In our case, this script takes the form of a well-organized structure. Let's delve into the elements that teach you how to write a nursing essay, from a mere collection of words to a compelling journey of insights.

Nursing Essay Introduction

Begin your nursing essay with a spark. Knowing how to write essay introduction effectively means sharing a real-life scenario or a striking fact related to your topic. For instance, if exploring patient care, narrate a personal experience that made a lasting impression. Then, crisply state your thesis – a clear roadmap indicating the direction your essay will take. Think of it as a teaser that leaves the reader eager to explore the insights you're about to unfold.

In the main body, dive into the heart of your essay. Each paragraph should explore a specific aspect of your topic. Back your thoughts with examples – maybe a scenario from your clinical experience, a relevant case study, or findings from credible sources. Imagine it as a puzzle coming together; each paragraph adds a piece, forming a complete picture. Keep it focused and let each idea flow naturally into the next.

Nursing Essay Conclusion

As writing a nursing essay nears the end, resist the urge to introduce new elements. Summarize your main points concisely. Remind the reader of the real-world significance of your thesis – why it matters in the broader context of nursing. Conclude with a thought-provoking statement or a call to reflection, leaving your reader with a lasting impression. It's like the final scene of a movie that leaves you thinking long after the credits roll.

Nursing Essay Outline

Before diving into the essay, craft a roadmap – your outline. This isn't a rigid skeleton but a flexible guide that ensures your ideas flow logically. Consider the following template from our research paper writing service :

Introduction

• Opening Hook: Share a brief, impactful patient care scenario.
• Relevance Statement: Explain why the chosen topic is crucial in nursing.
• Thesis: Clearly state the main argument or perspective.

Patient-Centered Care:

• Definition: Clarify what patient-centered care means in nursing.
• Personal Experience: Share a relevant encounter from clinical practice.
• Evidence: Integrate findings from reputable nursing literature.

Ethical Dilemmas in Nursing Practice

• Scenario Presentation: Describe a specific ethical challenge faced by nurses.
• Decision-Making Process: Outline steps taken to address the dilemma.
• Ethical Frameworks: Discuss any ethical theories guiding the decision.

Impact of Technology on Nursing

• Current Trends: Highlight technological advancements in nursing.
• Case Study: Share an example of technology enhancing patient care.
• Challenges and Benefits: Discuss the pros and cons of technology in nursing.
• Summary of Key Points: Recap the main ideas from each section.
• Real-world Implications: Emphasize the practical significance in nursing practice.
• Closing Thought: End with a reflective statement or call to action.

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Nursing Essay Examples

Here are the nursing Essay Examples for you to read.

Writing a Nursing Essay: Essential Tips

When it comes to crafting a stellar nursing essay, a few key strategies can elevate your work from ordinary to exceptional. Here are some valuable tips from our medical school personal statement writer :

Connect with Personal Experiences:

• Approach: Weave personal encounters seamlessly into your narrative.
• Reasoning: This not only adds authenticity to your essay but also serves as a powerful testament to your firsthand understanding of the challenges and triumphs in the nursing field.

Emphasize Critical Thinking:

• Approach: Go beyond describing situations; delve into their analysis.
• Reasoning: Nursing essays are the perfect platform to showcase your critical thinking skills – an essential attribute in making informed decisions in real-world healthcare scenarios.

Incorporate Patient Perspectives:

• Approach: Integrate patient stories or feedback into your discussion.
• Reasoning: By bringing in the human element, you demonstrate empathy and an understanding of the patient's experience, a core aspect of nursing care.

Integrate Evidence-Based Practice:

• Approach: Support your arguments with the latest evidence-based literature.
• Reasoning: Highlighting your commitment to staying informed and applying current research underscores your dedication to evidence-based practice – a cornerstone in modern nursing.

Address Ethical Considerations:

• Approach: Explicitly discuss the ethical dimensions of your topic.
• Reasoning: Nursing essays provide a platform to delve into the ethical complexities inherent in healthcare, showcasing your ability to navigate and analyze these challenges.

Balance Theory and Practice:

• Approach: Connect theoretical concepts to real-world applications.
• Reasoning: By bridging the gap between theory and practice, you illustrate your capacity to apply academic knowledge effectively in the dynamic realm of nursing.

Highlight Interdisciplinary Collaboration:

• Approach: Discuss collaborative efforts with other healthcare professionals.
• Reasoning: Acknowledging the interdisciplinary nature of healthcare underscores your understanding of the importance of teamwork – a vital aspect of successful nursing practice.

Reflect on Lessons Learned:

• Approach: Conclude with a thoughtful reflection on personal growth or lessons from your exploration.
• Reasoning: This not only provides a satisfying conclusion but also demonstrates your self-awareness and commitment to continuous improvement as a nursing professional.

As we wrap up, think of your essay as a story about your journey into nursing. It's not just about getting a grade; it's a way to share what you've been through and why you want to be a nurse.

Imagine the person reading it – maybe a teacher, a future coworker, or someone starting their nursing journey. They're trying to understand your passion and why you care about nursing.

So, when you write, remember it's more than just an assignment. It's your chance to show why nursing matters to you. And if you ever need help – there's always support from our essay writer online .

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How to Write a Nursing Essay?

How can a nursing essay effectively address ethical considerations, what are some examples of evidence-based practices in nursing essays, related articles.

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• Author Jermaine Huey
• Published November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

Jermaine Huey

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Tips for Writing Your Nursing Program College Essays

This article was written based on the information and opinions presented by Giebien Na in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

The importance of your college essays, general advice for writing your nursing essays.

If you know you want to be a nurse, you probably have quite a few reasons for that. Instead of merely relying on your academic and test performances to tell your story, you get the opportunity in your essays to share exactly why you’re so passionate about nursing. Writing about this can be a clarifying and even exciting process. This article explains why college application essays matter and how you should write about why you want to become a nurse.

Grades and test scores matter when you’re applying to college, but your essays can help improve your chances of admission. They’re how you can express your experiences and make your desire to become a nurse clear and personal.

If your prospective school doesn’t have supplemental essays, it’s a good idea to include your interest in nursing in your Common App essay . This could mean that you end up with two different drafts of the essay: one for if there are supplemental essays where you can discuss your interests in nursing and one for if there are not. You’ll change them out depending on whether you also have to respond to specific prompts about why you want to pursue nursing. This may not sound like much fun, but it will help you be admitted to your school of choice.

It might seem exciting to apply to a place where you don’t have to write extra essays—it’s less work! If you don’t do that additional work, though, you’ll have fewer chances to explain yourself. You might not be able to share exactly why you think that you’re the right fit for a certain college or program. 

If you are writing supplemental essays for the colleges that you’re interested in, you can include more details about your passion for nursing. You’ll often be asked, “why this major?” or “why this school?” When you have those opportunities to share your specific reasons, you can let yourself get personal and go deep into your passion. Use that space to share important details about who you are.

Start Broad

When writing essays entirely about why you want to pursue nursing , try to start from a broad interest, then slowly work your way to telling specific personal stories and goals. 

When first thinking about your general interest in nursing, ask yourself what attracts you to the work of being a nurse. This can lead to powerful potential responses. Maybe you like taking care of people in the community. Perhaps you’ve always known that you wanted to make a difference in the healthcare profession, but you don’t want to be a doctor. You’d rather make patients’ healthcare experiences as comfortable and pleasant as possible. 

After you’ve described these broad, overarching motivations for wanting to go into nursing, consider any personal experiences that have made you want to be a nurse. Think about moments you’ve had during hospital visits or checkups or an anecdote from a time that you decided to volunteer in a healthcare role. Once you’ve written these stories, you can end the essay by discussing your planned major and career goals.

Discuss Your Future Goals

If you know what your end goal is, be sure to include it. You can write about becoming a registered nurse or maybe a nurse practitioner. It doesn’t have to be set in stone , but sharing a final ambition can help anchor your personal narrative. Writing about the future that you want can help the admissions officer reading your essay see how you view yourself. If they can do this, they’ll better understand your values and motivations and see you as a real candidate for their school. 

You don’t have to follow this pattern exactly. For example, it can be powerful to begin your essay in the middle of the action—you can dive right into an anecdote and get the reader interested in your story from the jump. 

While you should avoid dramatization, starting with a few clear, memorable scenes or a line or two of dialogue can make for an instantly interesting essay. All of this helps you show your passion, rather than simply explaining what intrigues you about a nursing career. 

Once you’ve led with your narrative, though, remember to ground it in clear reasons for your intended career and what you want your future to look like. A good essay will be balanced between the past, present, and future. It’s how a college will see who you are and everything that you have to offer.

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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.

Paper Due? Why Suffer? That's our Job!

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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Nursing Student’s College Experience

Learning something new is a hard issue, especially if you try to acquire knowledge and experience that will help to build a successful career and become an outstanding specialist. The task becomes even more complicated if a person wants to work in the healthcare sector. The price of a mistake is high here, and every piece of knowledge is crucial for the enhanced performance and health workers ability to help patients and assist in their recovery (ANA 11). That is why I perfectly realize the unique importance of my college experience and the role it will play in my future life.

I should say that being a nursing student is a hard journey as you face numerous challenges and obstacles that alter your mentality and result in the formation of a particular perspective on your occupation. That is why I am sure that reconsideration of my values and acceptance of responsibility are the most significant parts of my college experience. Now, I am another person who understands the unique importance of nursing and the role it plays in the modern healthcare sector.

This change to a greater degree is preconditioned by the new knowledge I acquire every day. It is another fundamental part of my college experience. There is hardly an occupation as demanding of information as nursing. A good specialist should possess enormous amounts of data to work effectively and provide patients with services and care they need (Potter 13). That is why I think that the ability to acquire, process, and comprehend new information is central for a specialist working in this sphere. For that very reason, studying and constant acquisition of knowledge are other significant parts of my college experience. I am sure that it helps to create the basis for my future career and provides me with approaches I will be able to utilize in practice.

At the same time, I also recognized the fact that in their work nurses often faces problems that should be investigated to find an appropriate solution and assist a patient in his/her recovery. That is why the research work should become a significant part of my experience, and I hope that college will provide me with the opportunity to master my skills in this sphere to become an outstanding specialist who really contributes to the development of nursing science and provides colleagues with new methods to cope with diverse health issues that might appear. I also hope that studying at college I will be able to acquire and master the practical skills that will help me to work effectively.

Altogether, studying at a college might be challenging; however, it is one of the most significant and pleasant experiences as you realize the importance of the information you acquire and a role it plays in a future career. Additionally, new friends who face the same problems make the process easier as they support me. In conclusion, I think that college will give me all I need to become a good specialist.

Works Cited

American Nurses Association (ANA). N ursing: Scope and Standards of Practice . American Nurses Association, 2015.

Potter, Patricia, et al. Fundamentals of Nursing . Mosby, 2016.

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Essay on Being A Student Nurse

Students are often asked to write an essay on Being A Student Nurse in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Being A Student Nurse

Introduction to student nursing.

Being a student nurse is a mix of learning and practice. It’s about studying the science of health and medicine, while also caring for people. It is a challenging yet rewarding journey, where you learn to help people when they are at their most vulnerable.

The Learning Phase

The first step to becoming a nurse is education. Student nurses spend a lot of time in classrooms, learning about human anatomy, diseases, and treatments. They also learn about ethics and laws related to healthcare. This knowledge forms the base of their nursing career.

Practical Experience

In addition to classroom learning, student nurses also gain hands-on experience. They work in hospitals and clinics under the supervision of experienced nurses and doctors. This helps them apply their learning in real-world situations.

The Challenges

Being a student nurse is not easy. It involves long hours of study and work, dealing with sickness and death, and managing stress. But, overcoming these challenges makes them stronger and prepares them for their future roles.

The Rewards

Despite the challenges, being a student nurse is incredibly rewarding. They get to make a difference in people’s lives, bring comfort to the sick, and support to the families. This sense of service and fulfillment is what makes nursing a noble profession.

250 Words Essay on Being A Student Nurse

What is a student nurse.

A student nurse is a person who is learning to be a nurse. They go to a special school called a nursing school. Here, they learn about how to take care of sick people. They also learn about medicines and how the human body works.

What Does a Student Nurse Do?

A student nurse does many things. They go to classes and learn from books. They also get hands-on practice. This means they get to do real nursing tasks under the watchful eyes of experienced nurses. They might help patients eat, take vital signs like temperature, or give medicine.

Why is it Important to be a Student Nurse?

Being a student nurse is important because it is the first step to becoming a nurse. Without this training, a person can’t become a nurse. It’s also important because it helps the student nurse learn if this is the right career for them.

Challenges of a Student Nurse

Being a student nurse is not always easy. It can be hard to see people who are very sick. It can also be tough to learn all the things you need to know. But many student nurses say it is worth it. They feel happy when they can help people feel better.

So, being a student nurse is a big job. It takes a lot of learning and practice. But it is a very important job. Without student nurses, we would not have nurses to take care of us when we are sick. Student nurses are very special people who work hard to help others.

500 Words Essay on Being A Student Nurse

A student nurse is a person who is learning to be a nurse. They are in school, taking classes and getting hands-on training in hospitals or clinics. They are not yet full-fledged nurses, but they are on their way to becoming one.

The Journey of Learning

Becoming a student nurse means starting a journey of learning. This journey is filled with a lot of new information. Student nurses learn about human bodies, illnesses, and how to take care of sick people. They also learn how to work with doctors and other nurses. This education is not just from books but also from real-life experiences.

The Importance of Practical Training

Practical training is a big part of being a student nurse. This means working in a real hospital or clinic, under the watchful eyes of experienced nurses. Here, student nurses get to apply what they have learned in class. They get to interact with patients, give them medicines, and assist in their care. This practical training helps student nurses understand what their job will be like when they become full nurses.

Challenges and Rewards

Being a student nurse can be tough. There is a lot to learn and remember. The hours can be long, and seeing sick people can sometimes be sad. But there are also many rewards. Student nurses get to help people feel better. They get to be a comforting presence for patients and their families. They also learn a lot about themselves and their ability to handle difficult situations.

Teamwork and Communication

Student nurses also learn about teamwork and communication. Nurses don’t work alone. They are part of a team that includes other nurses, doctors, and healthcare workers. Good communication is key to this teamwork. Student nurses learn how to talk to their team members, how to listen, and how to make sure everyone understands what needs to be done.

Preparation for the Future

Being a student nurse is a big step towards becoming a full nurse. It prepares students for the challenges and rewards of nursing. It gives them the knowledge and skills they need to care for patients. And it gives them a taste of the teamwork and communication that are so important in healthcare.

In conclusion, being a student nurse is a journey of learning, practical training, and preparation for the future. It is challenging, but also rewarding. And it is an important step on the path to becoming a nurse.

That’s it! I hope the essay helped you.

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Nursing Lessons

A day in the life of a nursing student.

Nursing Lessons July 13, 2016

After a whirlwind day spent attending to patient’s needs, scrutinizing medications, administering medications, running errands for cranky patients, receiving thanks (and occasionally taking abuse from disoriented patients struggling with pain), conferring with senior nurses, grabbing lunch, documenting everything carefully, and performing dozens of minor, but consequential, tasks, you finally get to report to the primary nurse for dismissal.  3:45 p.m.   You arrive back home, shower, and fall into bed for a nap.  5:00 p.m  You grab a bite to eat and head out to the library to join study group. Your course work won’t wait for your tired brain to catch up. There are assignments and tests on the near horizon.  11:00 p.m.

You reluctantly decline an invitation to grab a beer with some of your fellow students and head off to bed. Tomorrow is another day. And it’s coming fast.

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Student nurse education and preparation for palliative care: A scoping review

Abiola durojaiye.

1 Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland

2 Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland

Associated Data

All relevant data are within the paper and its Supporting information files and the DOI's are provided for all materials that informed the results of this paper: https://figshare.com/articles/journal_contribution/Support_file_1_docx/23247950

The World Health Organisation and palliative care stakeholders recommend that healthcare workers are educated in palliative care. Provision of high-quality palliative care is fundamental to nursing practice. However, caring for palliative care patients and meeting family needs is challenging without appropriate knowledge and experience. Palliative care education and clinical skill development for undergraduate student nurses is a priority to ensure graduate nurses are equipped with the knowledge and skill to deliver safe and competent care.

A scoping review guided by Arksey and O’Malley’s framework was used to identify undergraduate student nurses’ palliative care education and preparation. A comprehensive literature search of five electronic databases and grey literature were conducted from January 2002 to December 2021. The aim was to review the empirical evidence and ascertain how undergraduate student nurses’ palliative care education is organised, facilitated, delivered and evaluated. Screening was performed independently by two reviewers against eligibility criteria with meetings to discuss included papers and form a consensus. Data was extracted and related to palliative care undergraduate student nurses’ education, educational model, methodology, key findings, and recommendations. Analysed and summarised data was mapped onto the four key review questions (educational models utilised, methods used to assess effectiveness, facilitators/barriers and gaps in the literature).

34 papers met the criteria for this review. The review highlights that undergraduate nursing palliative care education is more evident in high income countries. Limited and diverse published research existing in low- and middle-income countries. Educational models utilised were theoretical and experiential learning and educational process, early integration and multiple learning methods which were highlighted as facilitating factors. However, crowded curricula, lack of palliative care clinical placement expertise, difficulty providing clinical placement, timing and delivery of palliative care and difficulty responding to simulated environments (manikins) were perceived barriers. Nevertheless, palliative care education can increase knowledge, positive attitude, self-confidence and adequate preparation of undergraduate student nurses.

This review highlights that there is limited research regarding the timing and delivery of palliative care principles and practice in undergraduate student nurse education. Early integration of palliative care education impacts upon students perceived preparedness for practice and positively influences their attitudes to palliative care provision.

Internationally, nurse education has and continues to experience radical change in response to societal demands and professional requirements and standards. The move from medical task-oriented care to individual person and family-centred care at all stages of the lifespan is reflected in the education models that underpin the art and science of the nursing profession [ 1 ]. Focusing on palliative care is an essential part of nursing education and it is important for undergraduate student nurse to gain knowledge on palliative care to improve the overall quality of healthcare [ 2 ]. The need for palliative care education has been well documented by the World Health Organisation [ 3 ] and supported by the International Council of Nurses [ 4 ]. This need highlights that we require undergraduate student nurses to be appropriately educated to have the necessary knowledge, skills and attitudes to be able to provide palliative care across all healthcare settings upon graduation. Palliative care encompasses:

“ the active holistic care of individuals across all ages with serious health-related suffering due to severe illness, and especially of those near the end-of-life. It aims to improve the quality of life of patients, their families and their caregivers” [ 5 ]

The elimination of serious health-related suffering includes the various health conditions or severe illness that are most likely to generate a need for palliative care. Health-related suffering is considered serious when it compromises physical, social, spiritual, and/or emotional functioning, and when it cannot be relieved with professional intervention. The goal of palliative care is to prevent and relieve suffering, and to support the best possible quality of life for patients and their families, regardless of the stage of the disease or the need for other therapies [ 5 ]. The alleviation of suffering is an essential function of nursing [ 6 ] and caring for a patient that requires palliative care and meeting the family’s needs is challenging without appropriate knowledge [ 7 ]. Educational and clinical training requirements for undergraduate student nurses in palliative care is a phenomenon that must be considered globally. A limited but growing number of schools of nursing programmes include palliative care content in their undergraduate nursing curricula [ 8 , 9 ]. In addition, consensus conferences and position statements have been developed to outline and define the attitudes, knowledge and skills involved in palliative care [ 8 , 9 ].

While in 1967 Cicely Saunders [ 10 ] made a seminal contribution to palliative care philosophy and practice there has been a slow gradual growth and development of palliative care education. Before the 1990s, the palliative care educational needs of nurses were often overlooked in traditional nursing education settings [ 6 ]. Post 2002, there has been a great focus and emphasis for the need of palliative care education within undergraduate nursing programs. This focus and development can be linked to the priority and definition given to palliative care by the WHO [ 11 ]. Following the WHO definition in 2002 many palliative care programmes have been integrated in nursing curricula in the Western world. Palliative care educational programs that have been described typically consist of multisession training programs that incorporate attitudinal discussions and provide core knowledge and skills practice. According to the WHO policy on palliative care education, it is expected that palliative care education would be embedded in all nursing programs, but this remains unrealised in some schools of nursing [ 9 ]. Teaching palliative care within undergraduate student nurse education is seen to improve holistic, compassionate, individualised person and family-centred care [ 1 ]. Therefore, there is a need to investigate how palliative care education is embedded in undergraduate nursing curriculum, what is being taught, how it is delivered, and how undergraduate student nurses are prepared for clinical practice. Furthermore, as compassionate, competent and holistic care are at the core of nursing, knowledge of palliative care concepts is a fundamental expectation of graduating nursing students [ 12 ]. The shared theory of palliative care [ 13 ] suggests that to be competent in providing palliative care one requires sufficient knowledge and as competence influences performed interventions this translates to patient outcomes. This relationships between knowledge, competence, and patient outcomes provide a clear rationale to address the aspect of undergraduate nurses’ palliative care education. While reviews have been conducted within undergraduate nurse education, they have focused on educational interventions [ 14 ], effects of simulation [ 15 ], modes of delivery/teaching strategies [ 16 ] and death education [ 17 ]. In addition, this work was pre-1994 [ 17 ] and between 1984–2012 [ 16 ], 2000–2013 [ 14 ] and 2011–2016 [ 15 ]. Thus, there is a need to map the literature to identify undergraduate student nurses’ palliative care education and preparation for their practice as a registered nurse. This paper addressed this need through reviewing the literature from 2002 to 2021 representing the 20 years since the WHO 2002 definition of palliative care.

Due to the broad nature of palliative care and nursing education, a scoping review methodology was employed. This allowed for the presentation of a broad synthesis and mapping of the available evidence which is not limited by study quality or design [ 18 ]. This was an interactive process where each step was returned to and advanced during the process [ 19 ]. Consequently, utilising a scoping review assisted in identifying the current body of knowledge and existing gaps in the literature [ 20 ]. Through the systematic and transparent synthesis of the evidence, a rigorous map of the findings is presented in order to highlight the extent and nature of the literature, identify gaps and make recommendations [ 21 , 22 ]. The Arksey and O’Malley [ 18 ] framework was adopted for this review and the authors incorporated recent scoping review methods updates [ 21 – 23 ].

The framework utilises a five-step process:

• identifying the research question,
• identifying relevant studies,
• study selection,
• plotting the data, and
• arranging, summarising and communicating the outcomes

The aim of this scoping review is to scope and map the literature to identify undergraduate student nurses’ palliative care education and preparation for practice.

Identification of research question

Step one of Arksey and O’Malley’s [ 18 ] framework and to meet the aim of this review, the focus is on the following questions:

What educational models are utilised within palliative care undergraduate student nurse education?

What methods have been used to assess effectiveness of palliative care undergraduate student nurse education.

• What facilitators or barriers have been reported relating to the success/failure of the models of palliative care undergraduate student nurse education?

What gaps in the literature exist on preparation within palliative care undergraduate student nurse education?

Identification of relevant studies.

In step two of Arksey and O’Malley’s [ 18 ] framework to capture the broad scope of palliative care literature, a broad range of keywords and MeSH terms were used within the search [ 18 ]. The search strings were developed and agreed by the review team (AD/RR/OD). A search strategy ( Table 1 ) and inclusion criteria guided the review, and the search was conducted across five databases MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Academic Search Complete, PsycINFO and Cochrane Library. An additional search was conducted for grey literature (International Clinical Trials Registry Platform Search Portal) across nursing and palliative care websites. The search was conducted from the 01-01-2002 to the 10-12-2021. The search words were used in ‘title’ and ‘abstract’ searches utilising Boolean operators ‘OR’ and search strings were finally combined using Boolean operators ‘AND’. All citations were exported to Endnote Library 2021 (Clarivate Analytics, Pennsylvania, USA) for duplicates to be identified and removed (AD/OD) and exported to Rayyan (Qatar Computing Research Institute) for screening and voting to occur (AD/OD).

Study selection

For the third step of Arksey and O’Malley’s [ 18 ] framework papers were screened in Rayyan independently by two reviewers to identify papers that meet the selection criteria ( Table 2 ). Then, the full texts of the remaining studies were retrieved and screened against the selection criteria. Papers that met the selection criteria were included in the review.

Mapping/plotting of data

The fourth step of Arksey and O’Malley’s [ 18 ] framework involved mapped the existing literature in terms of nature, characteristics and source of evidence [ 24 ]. In accordance with Arksey and O’Malley’s [ 18 ] process, this stage involved extracting summaries from each paper in a data extraction table ( Table 3 ). The data extracted from each paper pertained to the author, year, title, country, aim/focus of the paper, educational model, methodology, key findings and recommendations for undergraduate nursing palliative care education and practice. The extracted data supported the mapping of data onto the review questions and to meet the aim of the review.

Abbreviations : AANC–America Association of Nursing Council, ANOVA- Analysis of Variance, BSN- Bachelor of Science in Nursing, CIPP- Content, Input, Process and Product, EAPC- European Association of Palliative Care, ELNEC- End-of-Life Nursing Education Consortium, EOL- End-of-Life. FATCOD- Frommelt Attitude Towards Care of the Dying Scale, IPE- Interprofessional Education, PC- Palliative Care, PEOLC-Palliative and End-of-Life Care, PCQN- Palliative Care Quiz for Nursing, SPSS- Statistical Package for Social Sciences, STATA- Statistical Software UG-Undergraduate, UNDA- University of Notre Dame Australia, UNPCKS- Undergraduate Nursing Palliative Care Knowledge Survey.

Arranging, summarising and communicating the outcomes

The fifth and final stage of Arksey and O’Malley’s [ 18 ] framework involved summarising and communicating the findings. A total of 34 papers was generated representing 10 countries in this scoping review. The papers are summarised and communicated under the study characteristics and the four key objectives identified in step one of the review processes. To support this process the data is mapped and charted within each reported section to present a clear and succinct summary of the data.

The search of the databases and grey literature generated 18,243 results of which 18,235 originated for the five databases and 8 from grey literature searches. 7,696 duplicates were identified and removed and the remaining 10,547 papers went forward for title and abstract screening. Following title and abstract screening 10,498 papers were excluded leaving the remaining 49 papers going forward to the full-text review stage. The full text review process identified 34 papers that met the inclusion criteria and the reasons for the 15 excluded papers are reported in the PRISMA flow diagram [ 58 ] ( Fig 1 ). This review is reported in line with the Preferred Reporting Items for Systematic Reviews and Meta-analysis for Scoping Reviews (PRISMA-ScR) ( S1 Checklist ) [ 59 ].

From: Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021;372:n71. Doi: 10.1136/bmj.n71. For more information, visit: http://www.prisma-statement.org/ .

Characteristics of the studies

The screening process generated thirty-four papers that met the inclusion criteria from ten countries and more than a half 56% (n = 19) were from the USA. Papers in this review comprised of fourteen secondary data papers, thirteen quantitative papers, four qualitative papers, and three mixed-methods papers ( Table 4 ). The quantitative designs varied, using descriptive, observation, exploration and quasi-experimental designs. Three of the thirteen quantitative papers utilised standardised survey tools: Undergraduate Nursing Palliative Care Knowledge Survey (UNPCKS) [ 30 ], Frommelt Attitude Toward Care of the Dying Scale (FATCOD) [ 38 ] and Palliative Care Quiz for Nursing (PCQN) [ 49 ]. The four qualitative papers utilised qualitative descriptive design [ 26 ], ethnography observation [ 39 ], qualitative approach and semi-structured interview [ 45 ] and consensus-based design [ 51 ]. One of the three mixed-method papers utilised a longitudinal quantitative approach and thematic analysis to analyse qualitative data in response to open ended questions [ 36 ]. The second utilised a consultation survey via telephone and email, and a consensus-based comment and national approval process for data analysis [ 40 ]. The third paper used a 12-question survey that utilised mixed-method approach to evaluate students [ 46 ]. In addition, within the discussion/opinion papers one utilised reflective essay and assignment [ 46 , 49 , 55 ]. One utilised 2 to 3 nursing licensure examination interwoven throughout the course and a 10-question quiz with nursing licensure type items [ 33 ]. A third utilised an observer checklist in debriefing sessions [ 14 ] to evaluate learning outcome.

The sample size of the quantitative papers in this review consists of the undergraduate student nurses, nursing schools/faculties, nurse educators/experts, academic leads and deans of nursing schools. Surveys included 15 national nursing faculties [ 29 ], 35 nursing schools/faculties [ 56 ] 88 nurse educators and 135 expert nurses [ 32 ], 13 academic leads and 36 deans of nursing schools [ 37 , 42 ]. However, other papers did not reference the number of respondents [ 30 , 48 , 49 , 53 ]. Student sample sizes within the quantitative papers spanned from 83 third-year diploma nursing students [ 43 ] to 117 third-year nursing students [ 38 ] and 1,200 undergraduate nursing students [ 28 ]. Within qualitative papers sample sizes spanning from 13 participants (7 newly trained nurses and 6 nurse tutors) [ 45 ] to 17 female junior and senior baccalaureate students [ 26 ] and 60 third-year nursing students in eight group sessions [ 39 ]. The mixed-methods papers had sample sizes of 336 year-three student nurses at one university [ 36 ], 37 bachelor of nursing students [ 46 ] and 8 faculties of Canadian schools of nursing [ 40 ]. The samples represented in this review were characterised by a wide range of ages, nursing programs and ethnicities with degree program students as the majority in representation.

Four educational models were identified in this review and the conceptual or theoretical framework underpinning the palliative care education approach was evident in 5 papers and students’ year of study evident in 12 papers ( Table 5 ). Within the papers reviewed, the facilitators delivering the palliative care education were evident in 11 papers and educational delivery strategies in 22 papers ( Table 6 ). While a broad range of educational facilitators are identified it is recommended that palliative care education should be facilitated by experts [ 25 , 32 , 39 , 57 ] and that experts are needed for high-fidelity simulation to enhance knowledge in palliative care and mentor students [ 32 , 44 ].

Only 4 papers in this review highlights the evaluation of learning outcomes. The first paper utilised 2 to 3 nursing licensure examination interwoven throughout the course and a 10-question quiz with nursing licensure type items [ 33 ]. The second paper utilised an observer checklist within debriefing sessions [ 14 ]. The third paper utilised an assignment on student observation experience and case study analysis of a palliative care case study with pre and post-test [ 49 ]. The fourth paper utilised a reflective essay and assignment [ 55 ]. Within this review, palliative care education was deemed effective if it resulted in positive learning outcomes for students and 15 papers highlight effectiveness which was identified through knowledge gained, self-confidence and adequate preparedness ( Table 7 ).

What facilitators/barriers have been reported relating to the success/failures of the models of palliative care undergraduate student nurse education?

Within this review nine of thirty-four papers reported a wide range of facilitators that contributed to the success of the models of palliative care undergraduate student nurse education. The educational process was highlighted as a means of preparing students for care of the terminally ill [ 45 ]. While early integration was highlighted as enhancing and impacting undergraduate student nurses’ comfort and perceived preparedness [ 29 ]. Multiple learning methods have been shown to increase knowledge and positive attitude of undergraduate student nurses towards the provision of palliative care [ 54 ] and clinical exposure to meaningful learning opportunities with patients experiencing serious life-threatening illnesses facilitates learning and enables change of attitudes [ 32 ]. A structured palliative care course [ 38 ] and the use of palliative care documents and guidelines to facilitate the success of palliative care education within the undergraduate student nurses’ program were seen to influence students’ ability to be clinically competent [ 52 , 56 ]. In the last decade, the use of simulation and analysis of scenarios has assisted to prepare students [ 38 ] and a key element within the simulation was debriefing which allowed for analysis of the dynamics occurring during the scenario [ 25 ].

Within this review, several factors acted as barriers to palliative care education were evident specifically the issue of a crowded curricula and the lack of time in the curriculum [ 40 , 53 , 57 ]. This lack of time and crowded curriculum is compounded by the lack of palliative care expertise [ 40 ] and the difficulty in providing clinical placement [ 57 ]. This results in educators and students feeling ill prepared to deliver palliative care education or feel adequately prepared for future practice [ 40 , 54 ]. Furthermore, there is limited research about the timing and teaching of palliative care content in undergraduate course [ 44 ] and students can find simulations using manikins difficult [ 47 ]. These factors limit undergraduate student nurses in developing the cognitive skills required for effective palliative care clinical decision making [ 44 ].

In this review there is evidence of disparity and lack of research in low-middle income countries. Also, there is evidence specific to undergraduate student nurse palliative care education preparedness, barriers and implications for practice in this review. From the educational aspect, there is a lack of integration of palliative care philosophy and conceptual framework [ 44 ], crowded curricula [ 53 ], lack of nurse educators and expertise to teach palliative care within nursing faculties [ 40 , 53 , 57 ] and timing and teaching of palliative care [ 44 ] were evident from the empirical studies in this review. From a clinical practice perspective there are difficulties in providing clinical placement [ 57 ] and responding to manikins presents difficulties [ 47 ] and these barriers warrant further investigation. Hence, there is a need for further and continual research and publications in many areas of palliative care education.

This scoping review draws together the research literature on undergraduate student nurse education and preparation for palliative care. The focus of papers identified in this review were on palliative care education (sixteen papers), end-of-life care education (eleven papers), death and dying education (four papers) and palliative and end-of-life care education (three papers). These are specific terms used for people living with life-limiting conditions that require palliative care depending on the stage of their illness or condition. The papers reviewed highlight that palliative care undergraduate nurse education is evident in both high-income countries (twenty-nine papers 85%) and in low- and middle-income countries (five papers 15%). Notwithstanding, the impact of globalisation and the effect the internet and technology has on influencing and sharing information world-wide, it is evident from this review that there is a lack of published research from low- and middle-income countries or collaborative palliative care education or research between high and low- and middle-income countries. This is important as the highest proportion of adults in need of palliative care are from low- and middle-income countries and where palliative care still developing and is primarily limited to urban areas [ 60 ].

In discussing the review question (a) What educational models are utilised within palliative care undergraduate student nurse education? This review highlights that theoretical and experiential learning go hand-in-hand in palliative care education and training [ 38 ]. This review identified five conceptual frameworks for palliative care education see Table 5 . Utilising frameworks in education provides a fundamental structure to explain human behaviour towards learning [ 61 ]. Educational models are the philosophical foundation of any overall approaches and beliefs about learning, instruction and content through providing meaning and direction [ 62 ]. However, there was no evidence of integration of palliative care philosophy with the conceptual frameworks identified in this review. The use of a conceptual framework to deliver palliative care is a valuable tool for nurse educators to structure education and serves as a standard for practice because many educators/teachers continue to find values and benefits in using learning styles concept that are applicable in different situations. There is likely to be a conceptual framework which is appropriate in one situation and not in another. Therefore, there is a need to be clear which palliative care educational models and the methods are beneficial and appropriate to use. Following which it is important to investigate the conceptual frameworks appropriates and fit with palliative care philosophy to facilitate, deliver and evaluate palliative care education for undergraduate student nurses.

Discussing the review question (b) What methods have been used to assess effectiveness of palliative care undergraduate nurse education? This review highlights that palliative care educational programs facilitated by an expert multi-disciplinary team through a series of course contents that are both theoretical (classroom) and practical (skills practice in a simulated setting with anatomic models) is most effective and promote better preparation of undergraduate student nurses. For palliative care education to be effective it must result in positive learning outcomes for students [ 63 ]. Within this review effectiveness was identified through knowledge gained, self-confidence and adequate preparedness and is in line with other research [ 41 , 64 ]. Key within palliative care education is assessment of learning as it determines whether the learning goals are met. Well-designed assessment methods provide valuable information about student learning and identifies what was learned, how well and where they struggled [ 52 ]. The assessment methods identified in this review seem limited when compared to palliative care philosophy and educational contents. Hence, there is a need for further investigation of assessment methods that identify learning, preparedness, competence and outcomes in practice. In some incidents funding is required to determine the effectiveness of palliative care learning outcomes especially in low- and middle-income countries.

Discussing review question © What facilitators/barriers have been reported relating to the success/failure of the models of palliative care undergraduate student nurse education? It is evident that palliative care education is facilitated by a multidisciplinary team that includes nurse tutors, palliative experts, expert guest lecturers and other professional experts. Both theoretical and experiential components develop students’ knowledge, skills, and attitudes. Additionally, palliative care education is being delivered using single or multiple strategies in the classroom, online and in a simulated environment/skills development laboratory, where students continue to practice key skills and demonstrate attitudes in a supervised clinical setting.

The use of blended learning that works together to develop students’ knowledge, skills, and attitudes is evident in this review. Educational processes which organise and systematise patient care [ 45 , 52 ] and early integration [ 29 , 46 ] enhance and impact undergraduate student nurses’ comfort and perceived preparedness. Multiple learning methods have shown to increase knowledge and positive attitude of undergraduate student nurses towards the provision of palliative care [ 54 , 65 ] and clinical exposure to meaningful learning opportunities facilitates learning [ 32 , 66 ]. Structured palliative care course influence students’ ability to be clinically competent [ 38 ] and the use of palliative care documents and guidelines facilitates the success of palliative care education within the undergraduate student nurses’ program [ 6 , 7 ]. In addition, within the last decade the use of simulation and analysis of scenarios has assisted to prepare students [ 38 , 63 ] and a key element within simulation is debriefing which allows for analysis of the dynamics occurring during the scenario [ 25 , 67 ].

What is evident from this review and the wider literature is that palliative care education requires careful planning, selection of appropriate teaching methods and learning materials, developing a course schedule and planning for student assessment [ 27 , 68 ]. In addition, palliative care educational programs typically require a period of study, allowing time and opportunities for students to develop essential competencies that encompass essential knowledge, skills, values, and positive attitudes [ 69 ]. Therefore, palliative care undergraduate student nurse education should start early in the program and it is crucial for nurse educators to carefully define the core knowledge that students must achieve at each level of their academic program [ 7 , 29 , 46 ].

However, to achieve the delivery of palliative care education within undergraduate nursing programs a balance has to be achieved to offset the barriers of a crowded curricula and the lack of time in the curriculum [ 29 , 40 , 53 ]. This lack of time and crowded curriculum is compounded by the lack of palliative care expertise [ 40 ]. and the difficulty in providing clinical placement [ 57 ]. These result in educators feeling ill prepared to deliver palliative care education and students feeling inadequately prepared for future practice [ 70 ]. Furthermore, this review highlights that there is limited research and agreement about the timing and teaching of palliative care content in undergraduate course [ 44 , 71 ] and simulation presents difficulties for students [ 47 , 72 ].

While a broad range of facilitators are identified within this review [ 25 , 29 , 39 , 57 ] it is recommend that palliative care education be facilitated by experts to enhance knowledge in palliative care and mentor students particularly for high fidelity simulation [ 73 ]. The absence of expert facilitation may limit undergraduate student nurses development of the cognitive skills required for effective palliative care clinical decision making [ 44 , 74 ]. Therefore, there is a need for guidance and support for both educators and students in simulation laboratory [ 75 ]. To support nurse educators responsible for designing undergraduate student nurse course contents expertise and training should be both theoretically and practically to adequately prepare students for practice.

Discussing review question (d) What gaps in the literature exist on preparation within palliative care undergraduate student nurse education? The evidence from this review highlights the disparity and lack of research in low- and -middle income countries. Research efforts build the science of nursing education through the discovery and translation of innovative evidence-based strategies. Therefore, there is a need for nurse educators, researchers and experts in the field of palliative care in low- and -middle income countries to be involved in rigorous research in the teaching-learning process and outcomes at all levels of nursing education. From the educational perspective, this review highlighted the integration of palliative care philosophy and conceptual framework, crowded curricula, the lack of nurse educators with expertise and delivery timing of palliative care education as areas for further consideration and investigation.

Given that palliative care education improves students’ knowledge and increases their preparedness, further research is warranted into the correlation of palliative care philosophy and the conceptual framework to underpin undergraduate student nurse education. From a practice perspective the difficulty in providing clinical placement needs consideration and investigation. To address placement issues there is a need to consider and improve on the limited clinical placement on specialist unit, large number of students scheduled for placement at the same time and short length of placement that may negatively impact the opportunities for clinical experiences in real patients care situations. In addition, family/client involvement in palliative care education and placement provision needs to be addressed in the context of future service provision and the rights of people with life-limiting illness concerning choices that affect their lives. This needs to be considered in terms of how undergraduate student nurses will meet the professional training and educational standards requirements upon graduation. The consideration of a hub and spoke model could be one way to of bridging this issue and utilising family placement as a learning environment for students for preparing them for their future role as a registered nurse [ 76 , 77 ].

Limitations

While this review used precise, transparent methods based on study and reporting guidelines by Arksey and O’Malley [ 18 ] no quality appraisal was conducted as the focus of this review was to update and map the evidence. Thus, this paper only offers a descriptive account of available information and there was no patient and public involvement and there are opportunities for engagement, potentially following published guidance on stakeholder involvement in systematic reviews [ 78 ]. In addition, papers in this review were limited to only five databases which may have affected the inclusion of low- and -middle income countries and the inclusion of secondary data can be seen as both a strength and limitation.

Conclusions

This scoping review illustrates the evidence on palliative care education in preparing undergraduate student nurses for practice. The evidence identifies a wide, varied and expanding range of educational models, facilitation and delivery strategies currently in use. It is evident from this review that undergraduate student nurses require palliative care education in order to produce nurses with the graduate capabilities to deliver high-quality palliative care and to better meet the needs of an ageing population and rising consumer expectations. However, it is suggested that the integration of palliative care education contents requires focused curriculum planning to ensure clarity and cohesion in the content delivery method that is interactive and flexible involving application of different teaching strategies to minimise gaps and overlaps. While effectiveness of palliative education is important as it increases students’ knowledge, improves their attitudes and prepares them to provide palliative care, future research needs to measure application to practice. Furthermore, future research needs to detail the content delivery method, assessment and evaluation method clearly.

Supporting information

S1 checklist, funding statement.

The authors received no specific funding for this work.

Data Availability

14 Essays about Nursing Students Can Write

Define your nursing philosophy or talk about current nursing events with one of these 14 essays about nursing.

From defining your nursing theory and nursing philosophy to exploring the shortage of nurses in today’s society, many topics lend themselves well to crafting nursing essays. If you are a nursing student facing an essay writing assignment, the first step is finding the right topic.

The field of nursing is constantly evolving. As technology changes, so does the nurse’s role in the modern healthcare setting. In addition, healthcare changes impact the overall stress and well-being of nursing professionals, contributing to changes within healthcare. Many of these facts lend themselves well to essays. This guide will help you choose a topic for your essay that will engage your creative thinking. Take some time to research to select the best topic, and then write an essay with meaning and merit.

For help with your essays, check out our round-up of the best essay checkers .

1. How Telehealth Has Changed the Field of Nursing

2. what are nursing ethics, and how do they affect patient care, 3. what is the role of nurses in society, 4. why starting your nursing career as a registered nurse makes sense, 5. when does it make sense to become an advanced practice nurse, 6. what is my philosophy of nursing, 7. should nurses be allowed to prescribe some medications, 8. fostering teamwork between nurses and physicians to improve quality of care, 9. soft skills required in nursing work, 10. gender equality in the nursing profession, 11. the role of empathy in patient care, 12. how covid-19 contributed to the nursing shortage, 13. the negative impact of nurse burnout, 14. what nursing theory do i hold.

The modern nurse has more technology than ever before. Many technological advancements, like electronic medical records, positively impact patients’ health. Telehealth is one such advancement, allowing nurses and doctors to interact with patients virtually, without the time and risks of an in-person appointment for minor medical conditions.

Your essay can discuss how telehealth is changing nursing as a career. Is it a benefit to public health? Does it create challenges for nursing professionals? Should it be something you need to study in your nursing program? Answer these questions in your essay.

To help with this topic, read our guide explaining what is persuasive writing ?

The nurse role is vital in the busy world of medicine, but without ethics, patient care suffers. The health care system relies heavily on these professionals. Nurses are the advocates that fight for patients and deliver the most direct patient care, and as such, they must follow an ethical code.

Nurse ethics is a good starting point for an engaging and interesting essay. Nursing ethics covers four main principles: autonomy, beneficence, justice, and non-maleficence. Discuss each of these four principles in your essay, and connect them to impact on patient care.

Nurses have many roles within society. While their role in health care settings may be the most obvious, they also are vital to providing health education and promoting healthy living in the community. your essay can touch on these additional roles that nurses play both within and outside the medical field.

As you develop this essay, consider the impact of nursing on overall public health. Develop an argument that the profession of nursing is a key component of keeping communities healthy, even without their role within medical clinics and hospitals, because of the education and advocacy they provide.

Nursing students have many potential ways to pursue their nursing education. Some will start as LPNs, begin working, and then attain BSN and registered nurse credentials. Your essay could argue that this may not be the wisest career path, indicating instead that nurses are better off pursuing RN credentials from the beginning.

Starting with a bachelor’s degree and registered nursing credentials can save money and time. It also opens the door to higher-paid nursing positions. Many hospitals are now requiring a BSN and registered nursing credential as the base credential for their nursing professionals, thus starting out with one makes sense.

An advanced practice nurse is a nurse with a master’s degree or post master’s level training. This includes certified nurse practitioners, clinical nurse specialists, certified registered nurse anesthetists, and certified nurse-midwives. Your essay could look at case studies and career potential to determine if it makes sense for the average nurse student to become an advanced practice nurse.

As you consider this question, look at the pros and cons of an advanced degree. The cost and time commitment can be hard on nurses and their family members, but the payout in terms of pay and career potential may be worth that cost. Decide where you stand on this question, then defend your answer in your essay.

If you are a nursing student who needs to tackle essay writing as part of your training, you could define your nursing philosophy in this essay. This essay is a more personal one, but you should show critical thinking and a dedication to preserving the quality of life for your patients as you outline your philosophy.

An essay about your philosophy of nursing can be part of your portfolio and resume when the time comes to search for a job, so put some thought and effort into this one. The essay and your definition of your philosophy will also help determine the quality of care you provide to patients.

Sometimes, patient care suffers because nurses are not free to prescribe medications for simple conditions like strep throat. You could create an essay that argues that some acute conditions with obvious diagnosis and treatment options should be things nurses can treat without the direct intervention of a doctor or nurse practitioner.

Of course, you could also argue that the current regulations are best because a doctor’s oversight protects the patient’s health. Either way, choose a position, then use persuasive essay writing tactics to argue it.

Nurses serve as the right-hand help to modern doctors. They assess the patient’s condition, provide immediate care if the patient is in distress, help record treatments, and diagnoses, and support the doctor in any way necessary. Teamwork between the nursing team and the doctor is vital to supporting a high quality of patient care. Yet many roadblocks can hurt that teamwork, including attitudes of both nurses and physicians against collaboration.

Your essay can discuss why teamwork between physicians and nurses is so important. It can then address those roadblocks and what can be done to eliminate them and support better patient care.

Most people know that nurses need good math and science abilities to provide a high level of patient care, but what about the soft skills necessary? Soft skills are the personal attributes that make someone a success in their career path. Your essay can outline nurses’ soft skills to do their jobs well.

To be a good nurse, you need to have good communication skills and a high level of confidence in your abilities. You need empathy to deal with sick patients and their family members, adaptability to handle work that changes daily, and good problem-solving and critical thinking skills. Outline these types of soft skills and provide suggestions for where nurses can learn them outside of the classroom.

Since the days of Florence Nightingale, nursing has been predominately female. Only about 12% of the current nursing workforce is male. While the number is growing, there is still a significant gap. Yet male nurses tend to earn more than female nurses for performing the same job.

Your essay could look at why there is inequality in nursing, and whether or not this is a problem for health care professionals. You could touch on wage discrepancies and discuss how schools could attract more male nursing students.

Nurses fulfill the role of caregivers in hospital and clinical settings. They are the ones that deliver prescribed treatments, ensure patients are comfortable and communicate outcomes with family members. All of these roles require a high level of empathy.

Your essay could discuss how empathy is vital to providing a high level of patient care. It can also discuss how nurses can develop more empathy if they lack this particular soft skill.

The current nursing shortage has many contributing factors, but the COVID-19 pandemic made an already difficult situation worse. The high-stress environment, especially for critical care nurses, took its toll on the current population of nurses, and many are looking to step away from healthcare. The high pay for travel nurses caused many working in the field to step away from their home hospitals and clinics to take travel nurse positions, hurting local healthcare providers.

In your essay, discuss the many factors of COVID-19 that led to nurses stepping away. Then, look at how this has made the nurse shortage even worse. Finally, look at potential solutions that could attract more new students to nursing school in a difficult and challenging time.

The nursing shortage continues to be a serious problem in the healthcare industry, and nurse burnout can be a significant contributing factor to this. In one 2022 survey , over one-third of nurses say they will likely step away from their work by the end of 2022, and burnout was a cause cited by 44% of them.

Your essay can discuss the causes of nurse burnout and its impact on the healthcare industry. You can also discuss potential solutions to this problem and how to reduce the risk of burnout when working as a nurse.

Nursing has a range of theories that help define nurses and their role in the healthcare setting and society. As a nursing student, you should know what nursing theory you hold, as this will define the way you care for patients. You can write a personal essay that defines and outlines your nursing theory.

For example, do you adhere to the Theory of Comfort, which indicates patient comfort is the immediate desirable outcome? Or do you believe in the Cultural Care Theory that indicates care should be in harmony with your patient’s cultural and religious beliefs? As you learn more about different nursing theories, you will probably find a personal philosophy is a mixture, so define where you stand on these important topics.

If you are interested in learning more, check out our essay writing tips !

Nicole Harms has been writing professionally since 2006. She specializes in education content and real estate writing but enjoys a wide gamut of topics. Her goal is to connect with the reader in an engaging, but informative way. Her work has been featured on USA Today, and she ghostwrites for many high-profile companies. As a former teacher, she is passionate about both research and grammar, giving her clients the quality they demand in today's online marketing world.

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The Michigan Daily

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A day in the life of a Nursing student 

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This article is part of a larger project by The Michigan Daily News section’s Campus Life beat. Reporters spent time observing and interviewing students from various academic programs at the University of Michigan to share what their daily lives and academic experiences are like. Read the other stories here .

From shadowing School of Nursing teams on hospital floors to attending three-hour lectures on identifying bone fractures in children, Nursing students at the University of Michigan participate in a specialized undergraduate program. In this program, students engage in clinical work and learn applied medicine and symptom identification. The Michigan Daily sat down with three Nursing students to learn more about their daily schedules, the challenges of being a Nursing student and how they balance clinical days with schoolwork and extracurriculars. 

Karrar Hamoudi, second-year Nursing student  

Nursing sophomore Karrar Hamoudi said the focus of the courses and clinical portions in the Nursing program changes every semester. This semester, his classes center on pediatrics and obstetrics.

“Within Nursing School, the way that they have everything set up, is that every semester we’re trying a little bit of everything,” Hamoudi said. “This semester, for example, we’re doing an OB and (pediatrics) unit, which is labor and delivery and a pediatrics unit. So, we have a lecture portion, and then we have a clinical portion for each of those classes.” 

As a Nursing student, Hamoudi said he is used to being up early in the morning.

“For most of my clinical days, I am waking up very, very early in the morning, like I wake up at four o’clock in the morning because I have to have breakfast, get dressed and everything, take a shower,” Hamoudi said. “By the time I’m done, I have to be out and I have to be to the clinical floor around 6:30, 6:45 (a.m.)” 

Once he arrives at the hospital and meets with the team he is assigned to, Hamoudi receives assignments from his preceptor, a clinician who supervises him and other Nursing students during their rotations. He typically assists one or two patients per day. For Hamoudi, going to the hospital has provided him an opportunity to engage in difficult clinical work and gain hands-on experience with patients.

“Clinicals can be challenging because if you don’t know something you can feel tripped up, and that’s when you want to go back and practice those skills that you’re forgetting or you need to practice more on,” Hamoudi said. “I would say right now we’re in the OB and it’s really interesting because we’re always seeing new things. I just got to see a twin C-section the other day, which was really cool. I got to see some vaginal births. It’s some really interesting things.” 

Claire Lee, second-year Nursing Student  

Nursing sophomore Claire Lee told The Daily that Nursing students complete their clinical days at either Michigan Medicine or the U.S. Department of Veteran Affairs Ann Arbor Healthcare System . Lee currently shadows nurses and assists patients at VA Ann Arbor, where she often utilizes techniques she learned in her courses in alternative pain management.    

“What my instructor said is before you think about just giving meds, it’s more important to see what we can do outside of meds because that’s what the nurses do,” Lee said. “The doctors can focus on giving or prescribing these meds, but as a nurse, we’re with the patient almost 24/7 on our shifts. So we would say, based on their needs or problems, we’d have to see what we can do for them outside of medication.” 

Lee emphasized the strong community she sees not only among her peers but also at the hospital and the nursing teams she shadows weekly. 

“I think we’re all pretty supportive of each other,” Lee said. “I feel like that’s what we have to do as nurses because when I see the actual nurses at the VA hospital, you can see they’re really collaborating with each other and helping each other out, even though one nurse is not assigned to that specific patient. But I feel like here, before going into that, it’s important to build that relationship with your peers.” 

Zachary Stankevich, third-year Nursing Student  

In an interview with The Daily, Nursing junior Zachary Stankevich said his favorite course in the program has been pathophysiology , which analyzes the development of common diseases and conditions over human lifespans and their relationships with age, lifestyle, cultural background and genetics. 

“I would say my favorite class I’ve ever taken so far was in my first semester: pathophysiology, which is known to kind of be one of the harder classes in Nursing school,” Stankevich said. “It is a six-credit course, and I really was scared to take it because I had heard the rumors, but I personally liked the more medical side of nursing — that’s always been my favorite side.” 

Cardiology is one of Stankevich’s main points of interest as a Nursing student, which he was able to explore in pathophysiology. Upon graduation, Stankevich wants to work in an intensive care unit.

“I’ve always been a little bit more cardio-focused. That’s always been my thing,” Stankevich said. “I remember when we first started learning about heart failure and we started learning about all these crazy cardiac diseases and disorders that you can develop. I remember my interest was piqued.”

Stankevich is also part of EPIC Pathways: The Nursing Health Equity Scholars Program , housed within the Office of Health Equity and Inclusion at the Nursing School. The organization allows nurses to interact with global health equity leaders and gives them access to career development resources.   

“We basically focus on having talks and having speakers come in about diversity and inclusion and opportunities for young nurses and things like that,” Stankevich said. “It makes a very big impact on the students, and they really do stress the importance of providing these opportunities to the students that they have because it does make a real-world difference when you do end up in the actual field.” 

Stankevich said for him, the most difficult aspect of the Nursing program is balancing the heavy course load with clinical days and extracurriculars, saying time management is a necessary skill Nursing students learn to develop early on. 

“They shove a lot of this huge workload on you,” Stankevich said. “You have these projects. You have assignments. You have two exams on Monday. You have all these things you need to handle, plus clinical, plus you need to go to work now. You also need to spend time with friends and do extracurriculars. It’s about the time that they shove it into. You only get three to four years to fit all of this information.” 

Daily Staff Reporter Claudia Minetti can be reached at [email protected]. 

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Nursing student ambassador: Katie Leslie

• Author By Muriel Bean
• April 12, 2024

The student ambassadors of Mennonite College of Nursing offer prospective students a genuine look into the life of a nursing student at Illinois State University. Join Katie Leslie as she shares her journey firsthand.

Year in school/Nursing plan:  Senior/Plan 1 

What on-campus organizations are you involved in?

I am the captain of ISU’s official dance team, Redline Express, and I am an Admissions tour guide. In my freshman and sophomore years, I was in the service sorority Epsilon Sigma Alpha and served on the executive board. 

Explain any jobs, internships, or shadow opportunities you have had .

I have worked as a west region patient care technician float for Northwestern Medicine for two years. I floated between three hospitals: Central Dupage, Delnor, and Marianjoy. Because of this job, I have worked on a total of 24 units, which has helped guide me in the direction of which unit I want to work on as a new grad nurse.

What inspired you to pursue a career in nursing?

For as long as I can remember, I’ve always wanted to work in the medical field. I love talking to people and hearing their life stories, and nursing provides that opportunity in addition to being able to provide life-saving measures.

What specific clinical experience, class, or faculty has had the most significant impact on your learning and growth as a future nurse? 

Although all the faculty at Mennonite have been nothing but supportive, two of the most influential staff were Dr. Valerie Wright (D.N.P., R.N., C.N.E., C.H.S.E., R.Y.T.) and Taylor Taylor (A.P.N., F.N.P.). This past October, I became very sick and was in the hospital for an infection that caused me to develop myocarditis. Both of these incredible women checked in on me and gave me an immense amount of support. They continued to check in on me weeks later. Dr. Wright offered prayers, and Taylor performed a full assessment on me during clinical when I started having chest pain and palpitations.

What advice would you give to your freshman self when starting the nursing program?  

Learning how to manage your time is crucial. Being involved in sports, working, and nursing school all at once is overwhelming, but once you have a schedule and a plan, anything is possible. Making time for fun and socialization is also important to factor in. You will need a break from all the hard work! 

What are your plans and aspirations for your nursing career after graduation? 

After graduation, I hope to work as an ED (emergency department) nurse for one of the suburban Northwestern hospitals. I want to go back to school to get my master’s so that I can become an Emergency Nurse Practitioner (ENP). 

How has your experience at MCN prepared you for a career in nursing? 

During each of my adult clinicals, I was given the opportunity to float to units like the ED, OR, and pre-op. I was able to start IVs, perform nasal swabs, see open heart surgery, and much more. Since I’m hoping to work in the emergency department, being able to start IVs and perform nasal swabs early in my nursing school career has prepared me well for my life as a new grad nurse. Taking the leadership course has also prepared me for interviews, building my resume, and budgeting costs. 

Lastly, what does being a nurse mean to you personally? 

Being a nurse means being an advocate for your patients. They don’t always understand that they have a choice in their treatment, and I want to have the opportunity to provide them with options and resources. 

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• Published: 16 April 2024

R425 first year student nurses ‘experience of encounters with death of a patient during clinical placement

• Lebogang Molefe   ORCID: orcid.org/0000-0002-3535-6176 1  

BMC Nursing volume  23 , Article number:  246 ( 2024 ) Cite this article

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In the course of caring, nurses often experience the death of patients, and this experience has an effect on the nurse. Every nurse responds to this experience in a different way, and it can be either a negative emotional response, or a positive emotional response. As part of their curriculum, R425 first-year student nurses are placed in clinical facilities to acquire competency in nursing skills, and here they may be exposed to patients dying. R425 is a South African Nursing Council regulation relating to the approval of and the minimum requirements for the education and training of a nurse (General, Psychiatric, and Community) and Midwife, leading to registration. End-of-life care can be rewarding, yet emotionally and psychologically challenging. Little is known about R425 first-year student nurses’ experiences of patients dying while being cared for by nurses on clinical placement. The study, therefore, explored and describes R425 first-year student nurses’ experiences of the death of a patient during clinical placement.

A qualitative exploratory descriptive and contextual research design was adopted, and a purposive, nonprobability sampling approach applied. Data were collected through unstructured individual interviews with 15 R425 first-year student nurses. Data were analysed using content analysis.

Four themes emerged, namely, knowledge, psychological trauma, low self-esteem, and nutritional disorders, and subthemes were identified. Results reveal both negative and positive responses to encountering the death of patients, with more negative responses, and fewer positive responses.

Results show that first-year student nurses struggle to cope with the death of a patient, mainly because they lack knowledge and the skills required to provide end-of-life nursing. It is the requirement for student nurses to be competent in a skill, ‘last office’, which involves laying out of a dead person. Such skill can be deferred in the first year of study, and can only be introduced at a later stage, either in third year or fourth year of study, when students are better equipped with knowledge and skills relating to dealing with death. There is a need to review the curriculum of R425 first-year student nurses, so that outcomes such as death and dying can be introduced in the third or fourth year of study.

Peer Review reports

To acquire competencies and clinical skills, it is mandatory for student nurses to be placed in clinical facilities as outlined in the Nursing Act No. 33 of 2005 [ 1 ]. Furthermore, this is a requirement of the South African Nursing Council (SANC), which oversees the training of all categories of student nurses, and ensures safe nursing practices of all nurses [ 2 ]. Under Regulation R425 (the curriculum that was being phased out), the curriculum for first-year student nurses was congested, and comprised many modules. The congestion meant student nurses spent less time with clinical educators, preceptors, and mentors; one of the goals of this contact had been to ensure that students were adequately prepared to deal with death of patients in clinical facilities. Consequently, nursing students find it difficult to cope with deaths of patients because they have not yet been adequately prepared to deal with it, and they lack the ability to adjust psychologically when faced with a patient’s death [ 3 ]. When students start their clinical practice, their roles change, from students to caregivers of dying patients, and they become emotionally affected by the situation, and lack the necessary skills to cope with death and dying [ 4 ]. Student nurses report being afraid and stressed when dealing with death, because they do not know what to do when faced with the death of another person [ 5 ]. The most common emotions of student nurses associated with the death of a patient are reported to be compassion, sadness, and helplessness [ 6 ]. Researchers report that high levels of stress and strong emotions are triggered when nurses care for dying patients [ 7 ]. These strong emotions could encourage students to seek dysfunctional coping strategies, which include behaviour such as drinking alcohol, or even abandoning their studies [ 8 ].

The literature above affirms that the first year of training seems to be an early time to place students in facilities where they will inevitably encounter the death of patients. At that time, students are still fragile, and lack the knowledge and skill necessary to provide end-of-life care. Skills such as effective communication, and ability to cooperate with others, providing emotional support, and compassionate care are key to patient care [ 9 ], and are still lacking in first year student nurses. It is for this reason that students become negatively affected when they encounter the death of a patient. The negative experiences are exacerbated by poor communication with patients and their families, lack of knowledge of what constitutes a good death, inadequate mentorship, and poor support. There is, therefore, a need for development of high-quality mentorship, supervision, and promotion of open communication regarding the emotional challenges involved in delivering end-of-life care [ 7 ]. Against this background, it is proposed that the ideal time to place first-year student nurses in facilities where they are likely to encounter patients dying would be their third and fourth years of study; by that time, students have more experience, and have developed strategies to cope with death, which first-year student nurses have not been able to do yet [ 10 ].

Based on the background, it is evident that first-year student nurses feel unprepared to care for dying patients, and to handle patient death. Understanding the experiences of first-year student nurses in dealing with death and dying of patients could inform how palliative care education can be improved, and how student nurses can be supported better in clinical settings. Little is known about R425 first-year student nurses’ preparedness for taking an active role in caring for patients who are dying, or their ability to manage challenges associated with caring for dying patients and their death. The study, therefore, sought to explore and describe R425 first-year student nurses’ experiences of encountering death of patients during clinical placement. An in-depth understanding of the experiences of R425 first-year student nurses in this situation will provide insight into their emotional responses to such experiences, and student nurses’ need for support, including psychological support. Thereby, the incidence of early termination of training can be prevented, and the gap between the theoretical knowledge offered by a nursing programme and its application in professional practice can be closed. There seems to be a need to review the curriculum for first-year nursing students.

The researcher adopted a phenomenological approach to explore the lived experiences of first-year student nurses who have to deal with the death and dying of patients. A phenomenological approach is a type of qualitative research that studies individuals’ lived experiences in the world [ 11 ]. A phenomenological approach seeks to obtain indepth, contextualised, open-ended responses from research participants about their views, opinions, feelings, knowledge, and experiences [ 12 ]. The approach was found to be appropriate, because it helped the researcher to understand the experiences of R425 student nurses in dealing with the death of patients [ 13 ]. A qualitative exploratory descriptive and contextual research design was undertaken. This type of design is used when a researcher wishes to connect to the research problem to achievable empirical research [ 14 ], by exploring a topic with limited coverage by the literature. This approach means that participants can contribute enormously to the development of new knowledge [ 15 ].

Study setting

The study was conducted in Gauteng province, South Africa. Gauteng is the smallest province in size, with the largest population and highest number of student nurses in training with the R425 nursing curriculum. The R425 nursing curriculum for first-year student nurses consists of the following modules/subjects: Fundamental nursing science, Ethos and professional practice, General nursing science, Biological and natural science, and Pharmacology and social science. The intention is that the various fields of study are integrated in student nurses’ clinical application. Fundamental nursing science, Ethos and professional practice, General nursing science, Pharmacology and social science are modules that provide knowledge and skills pertaining to patient care, including dealing with death and dying of patients. The academic period of 44 weeks in a calendar year is used to ensure that students are competent in the topics of all these modules [ 2 ].

An accredited public nursing college in Gauteng was selected for this study, because the problem under discussion was first identified at this establishment. The researcher, who is a woman who has five years’ experience of teaching and 16 years’ experience of providing care to patients, was a lecturer at a nursing college, where she facilitated the theoretical component of a module. The relationship between the researcher and participants was, therefore, a lecturer–student relationship. The college has clinical lecturers who facilitate clinical components, and who accompany students during clinical placements to mentor, guide, and support students. The researcher, as the lecturer, therefore, never had encounters with students during their clinical placement. There were in total 400 first-year students, of whom 300 were females and 100 males. The academic year lasts 12 months, from January to mid-December. In these 12 months, students spend six months in clinical facilities to acquire clinical skills competencies, and the other six months at the college, to gain theoretical competencies. In January, when the academic year starts, students are divided into groups, which alternate between clinical work and academic study (the latter broadly termed ‘theory’), so that the large number of trainees can be accommodated in the available space, and an even distribution can be arranged between the two aspects of training, thus, securing equal opportunities to receive all aspects of training across the board, despite the material constraints of available facilities. To acquire competency in clinical skills and hours expected by the SANC, students are placed at hospitals, homes for the aged, hospices, and rehabilitation centres. However, the majority of expected hours are spent in hospitals, and it is during clinical exposure in hospitals that students experience death and dying of patients. In reflection journal reports, all first-year students affirmed having been exposed to death and dying of patients. In these reports, students communicated the burnout and stress they experienced from encountering death and dying of patients in clinical facilities.

Participants

All students were approached in their groups to request that they participate in the study, and the study, its purpose, risks and benefits, and that participation would be voluntary, were explained to them. Participants were selected if they would serve as information-rich cases that contributed to the central focus of the study, hence, a purposive, nonprobability sampling approach was used [ 16 ]. The population comprised first-year student nurses who were registered for the R425 nursing curriculum. Because participation was voluntary, only first-year student nurses who agreed to participate were selected. Initially, from the group of 400 students, only nine students agreed to participate– seven women and two men.

These nine students were interviewed. In this round of interviews, saturation was reached with the fifth participant. In other words, no new information was forthcoming in the interviews with the sixth to ninths participants. The study formed part of a Master’s degree, and both the researcher and her supervisors were satisfied with the data collected. They agreed that the researcher could proceed to report the data in a dissertation, which was examined, approved and accepted. Upon enquiring about submitting a manuscript for publication in mid-October 2012, it was decided that the data was not sufficient for an article. The researcher, therefore, collected data collection from another six participants who agreed to participate. The researcher used the same ethical clearance certificate that had been issued in March 2012, as it was still valid (less than a year had passed), and the title of the research was unchanged.

Therefore, a total of 15 first-year student nurses were interviewed by the researcher. All participants were at least 18 years old, and they signed voluntary consent forms. Inclusion criteria were all first-year student nurses at the chosen nursing college who agreed to participate, and had experienced the death of a patient during clinical placement in hospital wards. Exclusion criteria were student nurses in their second, third and fourth years of study. Participants’ rights to privacy and confidentiality were respected, hence, each participant was assigned a code as a pseudonym. Table  1 provides the demographic information of participants.

Data collection

Interviews are the most versatile method to collect data in qualitative research. Interviews can be structured, semistructured, or unstructured, and it consists of organised, predetermined open-ended questions that are flexible, and may be modified according to the situation and response. This study used unstructured interviews to collect data. It allowed participants to openly reply to questions related to the topic. An interview is a subjective, detailed and direct verbal method used to elicit detailed narratives from participants [ 12 ]. The unstructured questionnaire was developed by the researchers and had not been used before. All participants agreed to be interviewed in the language used for teaching and learning, which is English. The researcher reassured participants that their rights, well-being and safety would take precedence over research objectives. The researcher requested permission from participants to audio record the interviews, and all participants agreed. Participants were interviewed at different dates and times, as decided by the participants. The first nine participants were interviewed between 15 January 2012 and 3 September 2012. The second round of interviews, with six participants, took place between mid-October 2012 and midDecember 2012, using the very same ethical clearance, as it was still valid. The same procedure was followed. No new information was obtained from the six participants who were interviewed in the second round.

Interviews were in vacant classrooms; a ‘Do not disturb’ sign was placed outside the venues. The researcher did not rush the interviews, and arrived 30 min before the scheduled time to make the necessary preparations, and set aside an hour after the interviews to record fieldnotes. In total three hours was allocated overall per participant to complete the interview. The researcher ensured that the interviews were conducted in a stress-free and unhurried fashion. Participants had been contacted seven days before the interviews to confirm the location and the interviewee’s commitment to attend the interview at the venue at the time agreed upon, as well as to give interviewees an opportunity to ask questions about concerns they might have. On the day before the scheduled interview, the researcher checked the audio recorder to ensure that it was fully functional. During the interview, the researcher did not face the interviewee directly, as this could have been seen as confrontational. The researcher took pains to build rapport with participants by explaining the purpose of the study, how long the interview would take, what the data would be used for, that confidentiality would be guaranteed, and that participants were free to withdraw from the interview at any time without facing penalties.

The following questions was asked unambiguously and in a neutral tone: How did you experience dealing with death of a patient during clinical placement? [AA]. Participants were encouraged to report their experiences and encounters, the researcher avoided interrupting. The researcher made use of the following probing questions to achieve better understanding and greater clarity: Have you only had to deal with one patient’s death/dying in your clinical experience? Were there differences between the first and subsequent experiences? Explain [AA]. In addition, the researcher interpolated with the following questions: What support did you get in the ward? How did you feel? What do you think could have been done to relieve the situation? [AA]. The researcher made use of communication skills such as nodding, reflection (i.e., pausing thoughtfully) and maintaining eye contact, and recorded fieldnotes relating to non-verbal communication, such as physical appearance, manner of speaking, style of interaction and emotional reactions. Interviews lasted between 30 and 50 min; no interview exceeded one hour.

Data analysis

Content analysis was used to analyse data. During the first round of data collection from the nine participants, a co-coder was not used, because the researcher was working with her supervisors to complete a dissertation. Themes and subthemes that were identified were confirmed by a supervisor, and were subsequently recorded and accepted as the final themes and subthemes of the dissertation. Content data analysis assisted the researcher to extract essential meanings of the topic from the recorded data, separate the meanings into constituent concepts, then arrange them into themes and subthemes [ 17 ]. The following steps of content analysis suggested by Creswell and Creswell [ 18 ] were used.

Transcribe interviews

The researcher listened to the audio recording and transcribed and documented the data. A separate file was created for each participant. Every interview was documented separately in numerical order with a front sheet reflecting the date, location and time of the particular interview, as well as the participant’s code number. Flavours and behaviours expressed in participants’ words, facial expressions, gestures and reactions generally were captured. To avoid the possibility of disturbing the flow of the interview and, therefore, a participant’s authenticity, notes were recorded immediately after the interview by the researcher, in the participant’s presence, and are duly reflected in the researcher’s analytical memos.

Organise, order and store data

Details of time, location and attendant comments were recorded on all transcripts and fieldnotes. Data were recorded, cross-checked and labelled. All materials and files were stored in a locked closet to ensure safety and security. At first, horizontal pass was used for the data analysis, because it is more holistic. Data was read, and themes, emotions and surprises were considered. Reflective and in-depth reading of the data was done to find supportive evidence for themes. Data was reread to identify elements that might have been overlooked. Then, the researchers searched for possible alternative meanings and attempted to link discrepancies.

Listen to and read collected data

An analytical style was used to reflect on each transcript, search for and record significant statements, then deleting repetitive and overlapping statements so that only invariant constituents of the phenomenon remained, which were organised into themes. Verbatim quotes from the data were included to capture the texture of the experience as recounted by the participants. Finally, a description of the meanings of the experience was developed.

Code and categorise

Coding was used to explore the data and single out words used by participants, to prevent the researcher’s own frame of reference/perceptions and ideas being imposed on the data. The researchers resorted to open coding, which entailed labelling specific pieces of data.

Build themes

Researcher started with a mass of codes that were reduced until each one represented a specific concept. Coding was done paragraph by paragraph. The researcher took care to avoid imposing preconceptions and, instead, deferring rigorously to ideas emerging from analysis of the data provided by participants. Each note in a transcript was read and reread, observations and experiences were recalled, and the audio recordings were replayed to ensure familiarity with the information disclosed by participants. Tone and emphasis were gauged from listening to audio-recorded interview data. The researcher made use of data reduction to reduce the volume and thereby reducing list of themes.

Themes and subthemes were identified and presented in a cohesive manner, and interpreted to produce findings. After a second round of data collection, which was not part of the original dissertation, the researcher involved a co-coder in the data analysis, because, at that time, the researcher was no longer registered for a Master’s degree, and a co-coder could ensure that bias was avoided. Furthermore, ideally, coding should be performed by at least two researchers, especially at the beginning of the coding process. Both the researcher and the co-coder applied content analysis, following the same process as explained above; however, the co-coder analysed the data independently. The researcher and co-coder discussed the themes they had identified. There were similarities in the themes and subthemes, and one subtheme about which the researcher and co-coder disagreed. During an online meeting on 10 April 2013, they engaged in deliberations and reached consensus on the final themes and subthemes on the same day.

Trustworthiness

Five testing criteria were observed: credibility, dependability, confirmability, transferability, and authenticity [ 11 ]. Credibility was attained through accurate identification and description of participants, prolonged engagement with participants, persistent observation throughout the data collection process, recording fieldnotes, member checking, triangulation, and verbatim transcription of interviews. Dependability was attained through description and application of the research methodology, providing an audit trial, and involving a co-coder during analysis of data. Confirmability was attained by ensuring that researcher bias, motivation, or interest did not shape the findings– this step involved doing bracketing and triangulation, and involving a co-coder. Transferability was attained through thick descriptions of the research methodology, and triangulation. Authenticity was attained by ensuring that participants who provided rich information pertaining to the topic were selected. During reporting of the findings, the researcher ensured that the report represents only the feelings of participants, not the views nor feelings of a researcher.

Themes and subthemes were identified during data analysis and will be discussed in this section. Table  2 is a summary of themes and subthemes.

Theme 1: knowledge

Knowledge is important if a specific skill is to be performed competently. Knowledge is a fluid mix of framed experiences, values, contextual information, expert insight, and grounded intuition that accumulates over time in people’s minds and that provides an environment and framework for evaluating and assimilating new experiences and information, thereby, expanding the existing store [ 19 ]. A common assumption is that we build our storehouse of world knowledge through direct experience. Although direct experience is involved in building knowledge, self-derivation through an integration paradigm provides a valid model for how we build semantic knowledge, including observations that performance on the task correlates with and predicts individuals’ world knowledge and academic success [ 5 ]. In this instance, knowledge includes the first-year student nurses’ experiences of their encounters with the death of a patient during the students’ clinical placement. Therefore, the researcher ensured that only student nurses who had encountered the death of a patient participated in the study. Subthemes for knowledge are lack of knowledge, denial, and empowerment.

Lack of knowledge

Lack of knowledge refers to the result of a failure to assimilate facts, information and skills that are deemed necessary for a particular purpose. Lack of knowledge contributes to inflating a person’s assessments of how much they know, and contributes to a person’s unintentional ignorance of risks [ 20 ]. In this instance, participants– first-year student nurses– lacked knowledge for dealing with the death of patients in clinical facilities. The following quotes attest that they did, indeed, lack knowledge:

I had no knowledge of how to manage a dead patient. When I ask a sister, she just shut me out without advising me on what to do. Sisters shut us out when we ask things (P-N).

Lack of knowledge makes a person unsure whether the act they are performing is the right one. Even if the person has a cognitive idea, they are unsure whether it will yield positive results when it is applied practically. Without knowledge, a person find themselves in darkness, not knowing what to do, and not sure of anything:

I and my colleague were arguing if the patient is dead or not because we were not sure. Even though we were taught signs of a dead person at college, we were not sure. We did not know what to do (P-C). We did not know that the patient has passed away, we just continued to bath him. We also did not know how to tell the relatives that the patient has died (PF).

Denial is a defence mechanism by which an individual refuses to recognise or acknowledge objective facts or experiences, A person who is in denial is trying to protect themself from a truth that is painful to accept [ 21 ]. In the case of this study, denial was often attributable to inadequate knowledge and information about death and dying. On the part of participants, denial was evident from their feedback.

I kept on arguing with my colleague that the patient has pulse, I guess I was in a denial (P-B). To me, the patient was just having fits, only to find that he was actually dead, and I did not want to accept that he is dead (P-F).

Empowerment

Empowerment is a multidimensional social process that helps people gain control over their lives, thereby fostering power that extends their capacity to deploy measures that enable them to gain advantages in their interaction with others [ 13 ]. Empowerment enabled first-year student nurses who experienced the death of patients during clinical placement to gain advantages from their interaction with a dying patient, and ultimately handling a dead patient. The encounter increased their autonomy and coping skills. Participants’ quotes provide evidence of this subtheme.

Although I had to deal with death without adequate knowledge, I have learned a lot. The patient died from bacterial meningitis, and now I know what bacterial meningitis is, what are the signs and management of it, because I had to do more research regarding the condition after death. I am confident that I will get a distinction in examination if the question about bacterial meningitis can come out (P-L). I am no more ignorant. I am now empowered. Now I know what to do. I can now treat patients with respect and dignity (P-M).

Theme 2: psychological trauma

Psychological trauma relates to anything that overwhelms an individual’s ability to process and integrate psychologically something that has happened to them– a traumatic event. Such an event can lead to a sense of powerlessness and can disrupt beliefs and expectations when an individual loses control over the situation and becomes a victim of the circumstances [ 22 ]. Psychological trauma is an emotional response that is caused by severe, distressing events that are outside the normal range of human experiences. The event must be understood by the affected person, and the experience can be direct (for example, rape) or indirect (for example, watching a horror movie, or seeing a ghost or a dead person). The event can be extremely distressing, and can produce an involuntary and possibly overwhelming stress response [ 23 ]. Subthemes for psychological trauma are terrified, stressed and insomnia.

A terrified person is fearful or scared. The word terrified implies overwhelming, often paralysing fear. Fear and anxiety is something that can be handled when it is experienced now and then, but when it becomes severe and long-lasting, it can cause a mental health problem [ 24 ]. Participants’ encounters of the death of patients in the wards resulted in severe and long-lasting fear; even weeks after an encounter, they were still terrified. Participants’ quotes affirm that encountering the death of a patient was an indirect event that resulted in psychological trauma, because it the effect was too deep and lasted for too long:

As I close the eyes of a patient who according to me was dead, one relative told me that I was not supposed to do that. I became terrified. Even now, I am now scared to be alone as I keep on seeing the face of that patient (P-B). Every time I lay a female corpse, I become more scared, thinking: what if I can lose my mother? (P-G). For an exceedingly long time after, I had flashbacks of the patient. It was very traumatic (P-I). I begged the sister not to let me lay the corpse again. I was so scared and terrified. Even now I am terrified. (P-K).

Stress refers to a disruption of meanings, understanding and smooth functioning, Such disruption can cause harm to a person’s holistic being. Stress is a set of physiological, psychological and behavioural reactions that serve an adaptive function. With stress, a person can experience loss of already-acquired skills, and no acquisition of new skills can occur [ 25 ]. Stress is not normally considered a mental health problem, though it is connected to mental health; stress can cause mental health problems. For example, if a person experiences a great deal of stress, they can develop mental health problems such as anxiety, depression, or post-traumatic stress disorder [ 25 ]. Stress reactions are exemplified in the following observations made by participants on the stress they experienced after a patient died:

I was stressed, I could not even be allowed to cry because I was told that nurses are not supposed to cry (P-A). It was hurting and stressing to see that the patient is no more alive. I felt like quitting the course. It was too much to manage (P-F). Days after, I started to have panic attacks. I had to be referred to a psychologist, who prescribed medication to calm me down. I felt like I am losing my mind (PJ).

Insomnia is a sleep disorder that makes it difficult for a person to fall asleep or stay asleep. A person may also wake up too early and struggle to get back to sleep. Insomnia can result in feelings of frustration, anxiety, and distress, which create negative associations with sleep. Insomnia is a main feature of depression, and can be triggered by stress. Research has found that insomnia can trigger mental health symptoms, hence, it is difficult to separate insomnia from mental health disorders [ 26 ]. Participants of this study experienced fear, anxiety and stress when they encountered the death of a patient, as affirmed by their responses in the interviews:

I think that the patient’s ghost is haunting me because every time I tried to sleep, I see his face (PB). It was extremely hard. I could not sleep. I moved out of nurses’ home so that I can always sleep with my mother. Even when I was in my mother’s bed, I still could not sleep (P-L). I could not sleep at night. I kept dreaming about this patient. I kept hearing his voice saying, ‘why did you kill me’? I killed the patient because I performed some exercises, only to find that I was not supposed to do that because the patient had bacterial meningitis (P-O).

Theme 3: low self-esteem

Self-esteem refers to a person’s overall sense of their value or worth; it refers to confidence in one’s own worth, abilities, or morals, and emotional feeling of self-appreciation. Someone with low self-esteem lacks confidence about who they are and what they can do. People with low self-esteem often feel incompetent, unloved, or inadequate. Signs of low self-esteem include saying negative things about oneself, loss of confidence, not believing in oneself, feeling useless, ignoring one’s own achievements, blaming oneself, and thinking that other people are better than oneself [ 27 ]. Participants had low self-esteem due to encounters with the death of patients, and they verbalised some of the signs of low self-esteem, which are organised in the subthemes of feeling worthless, feelings of not belonging, and loss of confidence.

Feeling worthless

A person who feels worthless believes that they are useless, and see themself as hopeless and insignificant. Feeling worthless, furthermore, plays a role in the alternative revised learned helplessness mode [ 28 ], as exemplified by participants in this study, who were of the opinion that they had failed to meet the main goal of the nursing profession, which is to preserve life. They expressed this perception in their responses:

I felt so useless and guilty for not knowing how a dead person looks like (P-D). I performed passive exercises on the corpse, thinking I am helping the patient, only to find that I am providing care to a person who has died, because I could not even identify that the patient is no more. I felt so useless and insignificant (P-F).

Feeling of not belonging

Belonging is a subjective feeling of deep connection with social groups, physical places, and individual and collective experiences. It is a fundamental human need that predicts numerous mental, physical, social, economic, and behavioural outcomes. The feeling of not belonging, also called estrangement, refers to a climate of separation and exclusion, which leaves a person with trauma and longing [ 29 ]. Participants engaged in this study voiced their subjective sense of not belonging to a nursing profession through utterances such as the following:

I feel that I do not belong to this profession. If I do belong, then why is it that two patients − two patients– died in my care? (P-N). I did not even resuscitate the patient because I did not know how. Had I known the procedure, I would have saved the patient’s life. I feel that I do not belong to the profession, I cannot save life. I want to quit because I do not belong here. (P-K).

Loss of confidence

Confidence refers to the certainty that one possesses the ability to achieve or accomplish a feat of some sort. Loss of confidence, therefore, means the opposite, and it is synonymous with hopelessness, pessimism, dejection, depression, despair, disappointment, discomfiture, dismay, downheartedness, melancholy, sadness, cold feet, low spirit, and ‘the blues’. People who have lost confidence have an unbalanced view of themselves, and doubt their abilities and what they have to offer [ 30 ]. Participants in the study expressed their loss of confidence in utterances such as the following:

I do not feel confident at all. Every time there is a patient who is dying, I make sure that I stay away. I do not feel like a nurse at all. (P-E). Each time I see the screen closed, I will suspect that it is a corpse and I run away because I do not feel confident to handle a dead patient (P-O).

Theme 4: nutritional disorder

Nutritional disorder is a physiological condition that occurs when a person’s food intake does not contain the right amount of nutrients for healthy functioning, or when a person cannot correctly absorb nutrients from food [ 23 ]. Stress and anxiety can trigger emotional and psychological changes in the body, and these changes often affect the stomach and the digestive tract, and cause a person to lose their appetite. Once the stress or anxiety disappears, hunger returns, and the person can start to eat normally [ 31 ]. Nutritional disorder is discussed here as a psychosomatic disorder because its physiological manifestation is largely attributable to emotional factors. Participants of this study experienced stress and anxiety, as discussed, and nutritional disorder, which manifested as a loss of appetite.

Lack of appetite

Lack of appetite is a condition characterised by the absence of hunger. It occurs because of a variety of reasons, and can cause nutritional deficiency. It can have a negatively effect on a person’s health, overall well-being, and quality of life [ 32 ]. When someone starts to feel stressed or anxious, the body begins to release a stress hormone, corticotropin-releasing factor. This hormone activates the sympathetic nervous system, thus, suppressing appetite [ 32 ]. As participants of the study indicated that they experienced stress and anxiety, it is safe to say that the cause of their lack of appetite was stress and anxiety. The following testimony of a participant attests that the condition is a reaction to the stressful experience of the death of a patient:

I could not eat after the incident. I was even admitted, and the doctor diagnosed me as having post-traumatic nutritional disorder (P-C). Whenever I tried to eat, I will vomit. The picture of that dead patient would always come to my mind. I even lost lots of weight. The doctor was even considering admitting me in the hospital for intravenous therapy (P-L).

The first theme, knowledge, emphasises that, for a person to perform an activity effectively and efficiently, they must be knowledgeable about what to do and how to do it. Without knowledge, the performance of an activity will yield negative results. It is important that people who are knowledgeable transfer knowledge to those who lack knowledge [ 29 ]. Education and training must involve senior healthcare professionals engaging in planning and coordinating teaching activities, developing clinical training on the job, and supervision, until a student is competent to perform a job on their own. Senior professionals, such as lecturers, facilitators and clinical professionals in the wards, have to provide students with knowledge of dealing with the death of patients, because knowledge is key in safe provision of care [ 33 ]. However, it is evident that student nurses in this study did not have knowledge and did not receive guidance. The conclusion we can draw is that students were not adequately prepared to deal with the death of patients. Student nurses are often placed in the wards with limited training and inadequate knowledge of how to deal with death, and this compromises their well-being and the quality of care [ 13 ], which poses a serious challenge for students. In addition to the negative subthemes related to knowledge, the subtheme of empowerment supports the notion that experiencing something unknown can teach a person to become a better being. It is through experience that one develops knowledge, skills and understanding of how to react in a certain situation, and how to deal with problems [ 32 ].

The second theme, psychological trauma, explains the overwhelming impact of dealing with death of a patient, hence, the emergence of the subthemes of terrified, stressed and insomnia. Dealing with the death of a patient can cause feelings of compassion, sadness, and helplessness [ 26 ]. Because of their unpreparedness, the consequences of a patient dying were severe for student nurses. The reason why student nurses were more affected than senior professionals, is because they experienced death of patients more often than senior staff, at an early stage of their training when they had just joined the profession, and were still unsure of how to handle patients [ 8 ]. It is for this reason that students have to undergo extensive training before they are exposed to patients dying.

The third theme, low self-esteem, refers to a loss of self-value or self-worth, hence, the subthemes of feeling worthless, feeling of not belonging, and loss of confidence. Student nurses, due to their inability to adequately manage the death of a patient, had low self-esteem. People with low selfesteem have extreme self-criticism, think badly of themselves, are extremely critical of themselves, downplay their positive qualities, and judge themselves as inferior [ 34 ]. Student nurses felt useless when a patient died while in their care and, furthermore, felt a sense of not belonging to the nursing profession. Students blamed themselves for deaths because, in their view, if they had had adequate knowledge and expertise to handle a dying patient, they might have saved the patient’s life through provision of better care.

The fourth theme, nutritional disorder, emphasises the negative effect of dealing with the death of a patient on student nurses. They could not eat, lost weight and experienced nutritional deficiencies. There is a correlation between appetite and exposure to death. People who encounter the death of someone have lower levels of appetite, are at risk of significant weight loss, and might even need medical treatment to cure the disorder [ 35 ]. It is, therefore, understandable that student nurses of this study presented with nutritional disorder.

Because of the qualitative nature of the study, the findings cannot be generalised to other colleges. Therefore, a limitation of the study is that that it was confined to a one nursing college in one province of the country, which means that the experiences of R425 first-year student nurses in nursing colleges in other provinces of the country are unknown. However, the findings of the study could be applicable to other settings in South Africa, as the themes discussed are universal issues, and could be applied to improve the ability of R425 first-year student nurses to deal with the death of patients. Furthermore, the research was conducted in a nursing college in the public sector. Private nursing colleges and nursing schools were excluded, and experiences of first-year student nurses in those institutions are still unknown.

The study makes the following recommendations.

Nursing practice

Clinical professionals should endeavour to adopt an enthusiastic attitude for mentoring student nurses, especially vulnerable first-year student nurses. Such an attitude will assist student nurses to be competent in their delivery of quality service to patients, and it will boost their self-esteem and morale, thus, enabling them to enjoy the nursing profession. In addition to mentoring, there is, furthermore, a need for student nurses to undergo regular in-service training on dealing with the death of patients. In addition, it is recommended that the Department of Health employs more psychologists and counsellors who can provide counseling, de-briefing, and emotional support to counter the traumatising effects experienced by student nurses after dealing with death of patients.

Nursing education

Clinical outcomes envisaged for first-year student nurses need to be revised with a view to ensuring that procedures, such as dealing with death, are deferred until students have gained more knowledge, skills, and experience, so that they can deal with patients’ deaths. Furthermore, clinical facilities need to have access to full-time clinical preceptors and mentors who can guide and support students throughout their studies.

Nursing research

It is recommended that studies on this topic are undertaken at other nursing colleges of the province, private nursing colleges and nursing schools. These studies will assist in determining if experiences are similar, whether there are different strategies to empower students to deal with patient death, and to broaden the research under review.

The study found that first-year student nurses struggle to cope with the death of patients. The deduction is that skills, such as last offices, should be deferred from the first year of training, and introduced at a later stage, preferably in the third or fourth year of study. At that stage, student nurses should be better equipped with knowledge and skills to handle the death of patients. The conclusion that can be drawn is that there is a need to review the curriculum for first-year student nurses. Results of the study can be utilised by future studies that aim to review the first-year student nurse curriculum, and studies aiming to develop guidelines of support for first-year student nurses in clinical facilities.

Data availability

The data supporting the findings of this study are available on request from the corresponding author, LM, upon reasonable request.

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Returning to study as a mature age student is more likely done by women, but it's often a juggling act

Stephanie Grieve has always wanted to work with animals in some capacity, but with four children and 16 pets, spare time is not something the 37-year-old has in abundance.

That changed earlier this year though when her youngest child started kindergarten and her husband encouraged her to chase her dream.

"I remember being asked what I wanted to be when I grew up and I remember saying 'I want to be a vet'," Mrs Grieve said.

"It's always been sitting in the background. But when did I have time?

"It was [husband] Aaron who said to me 'come on, you're going to do your vet nursing'. He's my rock."

It is a common story for a lot of women who start or return to higher education, according to research from the University of Melbourne .

After having children and reassessing their lives, women often return to formal study to try and gain access to new employment opportunities.

But for many, Mrs Grieve included, it is often a juggling act.

Routine is key to study

On most days the mother-of-four, who range in age from five to 15, is up before the sun.

During the school week, with her train-driving husband already at work before his kids are out of bed, mornings are a mad rush for Mrs Grieve.

After getting everyone in the large Grieve household fed — the 16 animals included — the children are herded out the door and into the car with their packed lunches before the 37-year-old returns home to tidy up after the breakfast chaos.

After taking five minutes to catch her breath she settles down for a full day of study.

Thanks to her certificate in veterinary nursing being available via distance education Mrs Grieve is able to undertake it without any kind of commute.

Sometimes work takes place at her desk, sometimes on the couch, while the cats, birds, and various other pets hang about.

As she explains, it does not matter where in her house she studies, the key thing is sticking to a routine between dropping the kids off and picking them up again later that day.

"I have ADHD [attention-deficit/hyperactivity disorder] so learning has already been a hard thing for me. But I've gotten the help I need to concentrate and study," Mrs Grieve says.

"I'm really lucky with that side of things."

On weekends, with all the children home, that study routine is even more important — although keeping them and all the animals occupied is made easier by her husband.

As he works away building a new enclosure for the family's six pet pythons, the children are kept occupied with homework and video games so their mother can focus. 

Keeping the animals silent can prove a bit harder, with Sassy the moustached parakeet in particular wanting to frequently show off her impressive mimicking skills.

The three cats are more content to snooze quietly though.

Once parenting's done it's time for life goals

Mrs Grieve had always been an animal lover, but after volunteering as a wildlife rescuer and carer for Broken Hill's Rescue and Rehabilitation of Australian Native Animals (RRANA), she wanted to pursue it as a career.

It will be four years before she is fully accredited to work as a veterinary nurse, which involves completing certificate three and four, but with so much support from her family she said she feels she is on the right track to conquering her dreams.

It is something associate professor Jenny Chesters knows can be done despite the challenges of raising a family at the same time.

In addition to being the lead researcher into the motivations and barriers faced by mature age students returning to formal study, the senior lecturer at the University of Melbourne was 43 with three daughters when she enrolled as an undergraduate herself.

"My youngest daughter finished high school, I already had two daughters in university, so I thought 'why not?'" Dr Chesters said.

Prior to this big life decision she had been a casual cleaner at the local hospital.

After completing her undergraduate degree she did not want to stop there and applied for honours at the University of Queensland.

"When I did my honours year I went to the same university as my daughters. [They] wouldn't acknowledge me on campus!" she said.

Now with a doctorate under her belt, Dr Chesters' research interests include inequality in educational attainment and transitions between education and employment throughout the course of life.

Her work suggests women are more likely to return to education later in life, and for different reasons to their male counterparts.

"We find it's after they've had children and now they're thinking they want to go back to work. But [also asking themselves] 'do I want to go back to that profession?'," Dr Chesters said.

Back in Broken Hill, Mrs Grieve agreed with that assessment.

"Once you've done your part as a parent it's now time for you to reach for your goals," she said.

Her advice to anyone who is thinking of reaching for their career goals is simple — talk to those in the know and get moving.

"The more you talk to people in that field the more they'll be able to tell you what direction you'll be able to go," Mrs Grieve said.

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