Nursing Education Research Articles

Psychological safety in enhancing the competence of nurse educators among early career nursing faculty in Japan: A cross-sectional study

BackgroundGiven the diverse roles and responsibilities expected of academic nurse educators, it is essential that they acquire relevant nursing educator competencies. Early career nursing faculty often struggle to engage in their tasks. Therefore, systematic support is crucial in developing the necessary capacities for early career nursing faculty. In organizational sociology, the positive interaction between organizational and individual resources enhances the competence of nurse educators. Psychological safety enhances organizational members' ability to cope with challenges and perform effectively. It may also foster a high sense of coherence, linked to improved job performance and competence in nursing faculty. Both psychological safety and coherence promote work engagement, further boosting nurse educator competence. AimThis study explored the relationships between psychological safety, sense of coherence, work engagement, and competence of nurse educators among assistant professors and assistants in nursing education. DesignA cross-sectional survey design was used. Data were collected from 164 early career nursing faculty using an anonymous self-administered web-based questionnaire. The study measured the psychological safety, sense of coherence, work engagement, and competence of academic nurse educators. The mediating effects of a sense of coherence and work engagement on the relationship between psychological safety and competency were assessed using the PROCESS macro model. Bootstrapping with 5,000 re-samples was used to determine the significance of the mediating effects. SettingThe study was conducted from October 1 to December 31, 2022, at nursing universities in Japan. ResultsPositive correlations were identified among psychological safety, sense of coherence, work engagement, and the competence of nurse educator. The sense of coherence and work engagement indirectly mediated the relationship between psychological safety and the competence of nurse educator. A serial multiple mediation model demonstrated that psychological safety indirectly influenced the competence of nurse educator through a sense of coherence and work engagement. ConclusionsSupportive organizational environments foster a sense of coherence, enabling effective resource utilization and the competence of nurse educator development. While structured intervention programs such as faculty development are vital, establishing supportive systems that nurture adaptable qualities and use various resources is also essential. A positive work environment can create a cycle of increasing competency through positive attitudes toward work.

Developing and validating a self-assessment tool for assessing confidence of nurse-midwives against competency domains of the International Confederation of Midwives, in India.

While midwives are recognized as primary care-providers for maternal and new-born care in many parts of the world, India is transitioning to professional midwifery. The pathway to midwifery in India has been through integrated nursing and midwifery education. Since 2018, India has introduced an 18-month post nursing midwifery education programme. To establish a baseline for midwives' competence and measure progress, there is a need for a quick, easy-to-administer and low-cost tool that can be used at scale to guide programme efforts. This paper describes the process of validation and testing of a tool to assess the confidence of practicing nurse-midwives as a proxy indicator for competence against the seven competency domains of the International Confederation of Midwives (2013). A total of 2198 nurse-midwives, providing maternal and new-born services at the time of the study, from 442 public and private hospitals across six states in India, responded to a self-administered questionnaire. The tool is psychometrically sound and can potentially be used in low-middle-income countries to measure confidence of midwives and nurse-midwives against international competence standards. It is suitable for quick large-scale programmatic assessments within a short time period, providing evidence to inform midwifery strengthening initiatives. The tool can be contextualized to suit specific country contexts. Since it was tested in India, where a distinct cadre of midwives is not yet established and nurse-midwives provide maternity care, the tool can be easily adapted for use in other countries in the South East Asia Region with similar contexts.

Exploring the concepts of diversity, equity, and inclusion in nursing curricula through an integrative review

Objective: The aim of this review was to explore the concepts of diversity, equity, inclusion within nursing education. Moving forward with the new AACN Essentials, nursing professors will be required to integrate these concepts into the curriculum, therefore it is important to understand what is currently available in the literature.Methods: An exhaustive review of the literature revealed that among the original 3,107 articles found, only 24 were included because of the narrowed IR focus on curriculum. Articles were then evaluated for suggested learning activities.Results: This IR reviews 24 articles in total. Some of the articles reviewed contained more than one concept. Of the articles reviewed, 18 focused on inclusion, 8 on equity, and 13 on diversity.Conclusions: The findings first and foremost indicate the need to incorporate teaching and learning practices related to the concepts of diversity, equity, and inclusion and secondly the need to publish additional best practices and exemplars.

Graduate pathways following nursing education during COVID-19

The COVID-19 pandemic has exerted many effects on populations worldwide. Due to the nature of the pandemic, health and specifically nursing sectors have been particularly impacted. While the nursing sector had to grapple with the impact of the pandemic as well as associated government interventions, nursing students have experienced changes in their job prospects, satisfaction with their training and their propensity to engage in further studies, all impinging on the sustainability of nursing education. This study aims to analyze educational outcomes for nursing graduates undertaking VET (vocational education and training) programs in Australia. Impacts assessed include employment, satisfaction, and further study after completion. The paper is based on analysis of five large waves of a comprehensive survey of Australian vocational education completers, from 2018 to 2022 inclusive. We develop three separate logistic regression models for the outcomes of employment, satisfaction, and enrollment in further study in order to estimate the predictive margins for the interactions between year and field of education, including the Diploma of Nursing, all other health qualifications, and all other qualifications. Our results show that these graduates saw significantly improved employment outcomes and heightened satisfaction during and after the pandemic, pointing to the sector meeting sustainability challenges. Interestingly, enrolment in further studies, after a notable increase earlier in the pandemic, returned to pre-pandemic levels as the crises abated.

From Knowledge Transfer to Capability Development: The Future of PBL + CBL Teaching Method in Operating Room Nursing Education

Concomitant with the advancement of contemporary medical technology, the significance of perioperative nursing has been increasingly accentuated, necessitating elevated standards for the pedagogy of perioperative nursing. Presently, the PBL (problem-based learning) pedagogical approach, when integrated with CBL (case-based learning), has garnered considerable interest. An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing. Findings indicate that this integrative teaching methodology not only enhances students’ theoretical knowledge, practical competencies, and collaborative skills but also contributes to the elevation of teaching quality. In conclusion, the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education. Nevertheless, it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.

The relationship between cyberchondria and health literacy among first-year nursing students: the mediating effect of health anxiety

BackgroundFirst-year nursing students are at a critical juncture in their education. They are transitioning from laypersons to healthcare professionals, and students are frequently exposed to medical information in academic settings and through personal research. This exposure can sometimes lead to cyberchondria; improving health literacy and managing health anxiety are critical strategies for reducing the incidence of cyberchondria.AimInvestigate the mediating effect of health anxiety on cyberchondria and health literacy among first-year nursing students.MethodsA cross-sectional correlational research design was used in this study. The study was conducted with 475 students in October 2023 during the first semester of the academic year 2023–2024.ResultsCyberchondria and health literacy levels were both moderate. In addition, the degree of health anxiety among first-year Nursing Students was mild, too. The results showed that the association between Cyberchondria and Health Literacy was partially mediated by health anxiety.Conclusion and implicationsThis study highlights the sophisticated relationship between cyberchondria, health literacy, and anxiety among first-year nursing students. It demonstrates that lower health literacy can lead to increased health anxiety, which in turn exacerbates cyberchondria. To mitigate these issues, it is essential to enhance health literacy and provide support for managing health anxiety within nursing education programs. By doing so, we can help nursing students navigate online health information effectively and reduce unnecessary health-related anxieties, promoting better educational outcomes and overall well-being.

The effect of end-of-life care awareness education on the knowledge, attitudes and behaviours of intensive care nurses: A randomized controlled trial.

Education in end-of-life care (EoLC) is essential for improving the knowledge, attitudes and behaviours of intensive care nurses. This study aimed to evaluate the effect of online awareness education, based on the End-of-Life Nursing Education Consortium, on the knowledge levels, attitudes and behaviours of intensive care nurses. This single-centre randomized controlled study. This study was performed in a tertiary intensive care unit in a university-affiliated hospital. Seventy-six intensive care nurses were selected and equally randomized. In the education, the group was given an EoLC awareness education programme on an online platform as 40-60-min sessions once a week for 4 weeks. The descriptive Information Form, EoLC Knowledge Test and the Nurses' Attitudes and Behaviours towards the EoLC Scale were used. In the study, intensive care nurses' knowledge, attitude and behaviour levels towards EoLC were evaluated before and after 4 weeks (±3 days) following the education. When the mean post-education scores of the nurses in the education group were compared with the control group, it was found that their mean scores on the EoLC Knowledge Test (p = .001, Cohen's d = 1.354, 95% CI = 3.240-6.549), the attitude sub-dimension (p = .001, Cohen's d = 1.520, 95% CI = 4.510-7.858), the behaviour sub-dimension (p = .001, Cohen's d = 1.425, 95% CI = 3.206-6.214) and the total attitude and behaviour (p = .001, Cohen's d = 1.927, 95% CI = 8.408-13.643) were statistically significantly higher than those of the control group. This study showed that EoLC awareness education positively affected nurses' knowledge, attitudes and behaviours. Accordingly, planning EoLC awareness education online at regular intervals may be recommended for intensive care nurses. Intensive care nurses may be given online EoLC awareness education to positively affect their knowledge, attitudes and behaviours about EoLC. Online EoLC education can be effective in terms of reaching a large number of nurses, time and cost.

Using Implementation Science to Implement Evidence-Based Practice: A Discursive Paper.

The purpose of this manuscript is to offer an overview of knowledge regarding Evidence-Based Practice and implementation science. It addresses the question: What are the EBP implementation models used in nursing settings? Discursive paper. The databases were searched with the following keywords: 'Nursing Faculty', 'Nurse educator', 'Academic', 'clinic', 'Evidence-based implementation', 'evidence-based practice', 'implementation', 'implementation science', 'undergraduate', 'nurse'. The search strategy aims to identify published studies. Eight databases were searched. There are specific implementation models for implementing EBP: the IOWA Model, the Stetler Model, the Johns Hopkins Nursing Evidence-Based Practice Model, the Stevens Star Model, the Promoting Action on Research Implementation in Health Services (PARIHS), the Advancing Research and Clinical practice through close collaboration (ARCC) model. They were analysed according to the Nilsen classification. An evidence-based implementation project must be structured. First, it is necessary to choose an implementation model, then identify one or more implementation strategies, and finally, plan evaluation for implementation outcome. The use of implementation science ensures successful implementation or at least highlights barriers that need adjustment. Effective utilisation of implementation science facilitates the transfer of obtained results to similar contexts. Implementation science complements the EBP process perfectly and ensures the proper implementation of evidence. EBP mentors now have the entire structure of implementation science to succeed in implementing evidence-based data in both academic and clinical settings. The discursive paper addresses the difficulties of implementing evidence in academic or clinical settings. Implementation science is the bridge between evidence and practice. Nurses now have everything they need to implement evidence-based practice successfully. There was no patient or public involvement in the design or writing of this discursive article.

Effects of cooperative learning and situational simulation on nursing competence in clinical practice among nursing students: A quasi-experimental study

BackgroundAppropriate cooperative learning and situational simulation designs can enhance mental health and nursing competence in clinical practice. This approach is crucial for cultivating the clinical nursing competence of nursing students. AimTo determine the effect of combining cooperative learning and situational simulation on nursing competence in clinical practice. DesignA quasi-experimental study. Setting and participantsThis study was conducted with 142 second-year students in the nursing department of a university in Taiwan. MethodsThe experimental group received cooperative learning combined with situational simulation methods, while the control group used only cooperative learning methods. Data were collected using the Clinical Practice Stress Scale and the Fundamental Nursing Competence Scale. Percentiles and frequency distributions were used to analyze the data, and independent t-tests were conducted to compare differences between the groups. ResultsThere were no significant differences in descriptive characteristics between the groups (p > .05). Post-test measurements of nursing technical performance, total score on the fundamental nursing competence scale and six sub-dimensional scores of the students in the experimental group were significantly improved compared to the control group (p < .001). However, there were no significant differences in total clinical practice stress scale scores between the groups (p > .05). Interestingly, the knowledge score of the control group was significantly higher than that of the experimental group (p < .05). ConclusionThe combined methods of cooperative learning and situational simulation have been shown to positively impact students' academic and nursing technical performance. The results indicate improvements in nursing competence in clinical practice, with signs of a reduction in clinical practice-related stress. Nurse educators can apply these strategies in clinical nursing education to achieve better outcomes.

Managements for perioperative anxiety in patients with gastrointestinal cancers.

Gastrointestinal (GI) cancers are the most common malignancies, while surgical intervention remains the sole therapeutic approach offering the possibility of a definite cure for cancer. Perioperative anxiety negatively impacts the recovery of GI cancers. Recently, mounting studies have demonstrated that proper nursing interventions may alleviative perioperative anxious illnesses in patients with GI cancers. We conducted a first comprehensive review to summarize all the current evidence on this topic. After a systematically search in the six common databases, eighteen relevant studies were included for further analysis. The present review highlighted that there is a high prevalence of perioperative anxiety in patients with GI cancers (e.g., colorectal cancer, gastric/stomach cancer, hepatocellular carcinoma, gallbladder cancer, and esophageal cancer), while specific nursing interventions are the reliable methods to reduce postoperative anxiety. These nursing strategies include, but are not limited to, therapeutic listening intervention, implementing perioperative music, predictive nursing, progressive relaxation exercises, psychological interventions in the nursing care, comprehensive nursing, continuous nursing care, video-based nursing education, multidisciplinary cooperative continuous care, accelerated rehabilitation nursing, TCM nursing, evidence-based early warning nursing, target nursing care, and high-quality nursing. Since several limitations existed in the eligible studies as well as in this review, a well-designed multicenter RCT with large sample size is still warranted for the confirmation of nursing intervention for managing perioperative anxiety in patients with GI cancers. Also, future studies should focus on the long-term effects of relevant interventions, specific patient populations, multidisciplinary approaches, technological innovations, and educational programs.

Assessment of ICU nurses' competency towards delirium among critically ill patients.

ICU nurses play a critical role in managing delirium in critically ill patients, yet their competency in this area remains under-explored. To assess ICU nurses' competency including their knowledge, practice, and attitudes toward delirium among critically ill patients. A correlational descriptive study was conducted with 67 nurses in the medical intensive care unit at Suez Canal University Hospitals. Data was collected using an online survey and analyzed using descriptive statistics, ANOVA, and Pearson's correlation. Nurses showed a moderate knowledge level (M = 8.55), a low practice level (M = 6.62), and positive attitudes (M = 21.65) toward ICU delirium. ANOVA results indicated significant differences in practice scores based on educational level, F (2, 64) = 3.361, p = .041, and in knowledge scores based on ICU experience, F(3, 63) = 6.455, p < .001. Nurses with Master of Science in Nursing (MSN) degrees had higher practice scores than those with diplomas or Bachelor of Science in Nursing (BSN) degrees. There were no significant differences in knowledge and attitude scores based on educational level or age. Gender differences were minimal, with male nurses slightly outperforming female nurses. Correlation analysis showed positive relationships between age, education, ICU experience, and ICU nurses' levels of knowledge and practice. ICU nurses demonstrate a knowledge-practice gap in delirium management. Targeted educational interventions, mentorship programs, and a focus on practical skills are essential to enhance delirium care. These findings highlight the urgent need for comprehensive delirium education and training programs for ICU nurses. By improving nurses' knowledge and practice, healthcare organizations can significantly enhance the early detection, prevention, and management of delirium, ultimately leading to improved patient outcomes and reduced length of stay in the ICU.

Bibliometric analysis of research hotspots and global trends in patient safety education for nursing students.

Patient safety education for nursing students has recently garnered interest. However, there is a paucity of data on the key areas and global trends over time. This study aims to analyze research patterns in the field of patient safety education for nursing students, identifying key contributors and global trends. A descriptive bibliometric approach was employed to analyze 782 articles related to patient safety education using data from the Web of Science Core Collection and CiteSpace 6.2. R4. Co-occurrence and co-citation analyses were conducted to identify prominent authors, institutions, countries, and common keywords. The analysis revealed contributions from 335 authors and 302 institutions across 78 countries. Levett-Jones T emerged as the most prolific author with 12 articles. The United States and the University System of Ohio were identified as the most productive countries and institutions, with 276 and 26 articles, respectively. Frequently occurring keywords included patient safety, education, medical education, simulation training, and standardized patients. This study provides valuable insights into the global research landscape of patient safety education in nursing, highlighting key contributors and trends. These findings can assist nursing students, educators, and researchers in identifying potential collaborators and informing future research to advance patient safety education in nursing.

Academic partnerships in transforming nursing and midwifery education in Africa: a systematic scoping review protocol

BackgroundIn recent decades, the literature on global partnerships in nursing and midwifery education, to enhance the quality of education and produce competent graduates in the labor market, is on the rise in Africa. However, there is a gap regarding the best practices and barriers in the African context. This systematic scoping review aims to map the evidence on academic partnerships in transforming nursing and midwifery education in Africa.MethodsThe review will be guided by Arksey and O’Malley’s methodology framework through five stages: (1) Identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collecting, summarizing, and reporting the results. A search will be conducted with the use of the following electronic databases: Cumulative Index to Nursing and Applied Health Literature (CINAHL), PubMed, ScienceDirect, and Google Scholar. Additional gray literature will be searched via the World Health Organization’s website to locate relevant policies and guidelines. The search will be limited to work published in English from 2014 to 2023. All located resources will be exported to EndNote X8. All duplicates will be removed during when the abstracts are screened. Two independent reviewers will screen and extract the full text of the selected articles. Thematic analysis will be used to analyze data from this systematic scoping review.DiscussionMapping the evidence on global partnerships in transforming nursing and midwifery education in Africa will outline the best practices and preferences for sustainable collaboration. The review will also highlight knowledge gaps and limitations that could inform future research projects.Systematic review registrationhttps://osf.io/h83cy

Helping children cope with a mother's breast cancer diagnosis: ‘The telling box’ – A pilot study

ObjectiveDiscussing cancer with children presents challenges. Evidence underscores the importance of transparent communication in aiding children's coping mechanisms amidst a parent's diagnosis. ‘The telling box’ intervention was developed to assist mothers in discussing cancer with their children. This study aimed to explore nurses' and mothers' perspectives on the ‘telling box’. MethodsSemi-structured interviews were conducted with six oncology nurses and five mothers diagnosed with breast cancer to assess their experiences and opinions regarding ‘the telling box’. Results and conclusionBoth nurses and mothers emphasize the significance of open communication with children. Nurses identified ‘the telling box’ as a valuable resource for starting discussions about cancer with children, but lack of time and knowledge were factors preventing them from distributing the boxes. The current design of the box did not meet the mothers' needs, and the timing of its distribution was suboptimal. We recommend education of nurses on the use of ‘the telling box’ and customizing its content based on the child's age and treatment stage of the mother. InnovationThis study offers important insights from both patients and healthcare professionals. ‘The telling box’ was developed through collaborative efforts involving healthcare professionals and patients.

Effect of holistic reflective learning program on development of nursing students’ professional competency in geriatric clinical practice: a quasi-experimental study

BackgroundReflection is a core competency in geriatric nursing, and reflective learning is an effective approach in nursing education and pracice. An internship program is a transition course that enhances the knowledge, skills, and attitudes of aspiring nursing students in real clinical work. In geriatric clinical setting, nursing internship students require a broad understanding of professional competency that integrates reflective learning with clinical practice to deal with geriatric patient problems and equip them with the knowledge, attitudes, and skills needed to provide quality of care. However, there is a lack of studies examining the effect of holistic reflective learning on professional competency development among nursing internship students in geriatric settings.AimThis study aimed to investigate the effect of professional holistic reflective learning on professional competency development among nursing internship students caring for hospitalized older adults in medical-surgica wards.DesignThis study employed a quasi-experimental pretest–posttest design, where 160 participants were grouped into control and intervention groups. This study was conducted at two nursing schools under the Mashhad University of Medical Sciences in Iran in 2020. Baseline information was collected from both groups, followed by a pretest and follow-up assessment. The intervention group received a Blended Professional Holistic Reflective learning program, while the control group received conventional learning(undertaking professional clinical practice as a usual treatment and submitted reflective logbooks),, which included standard lectures and group discussions.MethodsParticipants were selected based on specific inclusion and exclusion criteria. The selection process was non-randomized and unblinded. The participants were equally divided, with 80 in the control group and 80 in the intervention group. Baseline data, including demographic characteristics, were collected. Pretest data were collected for both groups using the Geriatric Nursing-Specific Mini-CEX (GN-Specific Mini-Clinical Evaluation Exercise), an instrument designed to assess nursing students' professional competency in geriatric nursing practice. The intervention was delivered through a combination of in-person and online sessions over four mounts. Posttest data and follow-up, were collected similarly to the pretest. Data were analyzed using SPSS version 22, and potential confounding variables were controlled for in the analysis.ResultsThe study included a total of 160 nursing internship students, with no exclusions. At baseline, no significant differences were observed between the intervention and control groups in terms of professional competency (PC) and its dimensions, except for age, which was adjusted as a covariate in the analyses. The intervention group showed a significant improvement in PC and its various domains (communication skills, physical examination, clinical judgment, health education, professionalism, and organizational efficacy) over time. The Generalized Estimating Equation (GEE) analysis confirmed significant interaction effects between time and group for all PC dimensions (p < 0.05). Post-test comparisons revealed that the intervention group scored 2.4 points higher than the control group in overall PC (p < 0.001), with sustained improvements in the follow-up phase. Significant within-group improvements were also found across all PC dimensions for both groups from pre-test to follow-up (p < 0.05).ConclusionsThe study found that the professional holistic reflective learning program was effective in developing professional competency among nursing internship students. The blended teaching–learning approach (face-to-face and online) during workshops and geriatric clinical practice is a practical, cost-effective, and time-efficient learning program during students' clinical practice in geriatric settings. Nurse educators are recommended to implement holistic reflective learning during clinical education.

Framework for Nursing Quality Assessment in Tracheotomy Dysphagia Following Craniocerebral Trauma Using the Structure-Process-Outcome Model.

This study aimed to establish a comprehensive set of nursing-sensitive quality indicators (NSQIs) for patients with dysphagia following tracheotomy due to acquired brain injury (ABI), based on the 'structure-process-outcome' model. A Delphi survey. The research utilised a mixed-methods approach, including systematic literature reviews, qualitative interviews and two rounds of Delphi expert consultations. A diverse team comprising specialists in dysphagia rehabilitation and nursing management conducted the research, which involved defining and refining NSQIs through extensive evaluations and consensus among recruited experts. The finalised NSQI includes 4 structural indicators, 13 process indicators and 4 outcome indicators, covering key aspects such as resource allocation, patient assessment and clinical outcomes. The expert consensus provides verification. Kendall's harmony coefficients are 0.304 and 0.138 (p < 0.001), respectively, and the mean importance assignments of indicators at all levels are 3.90-5.00. The final care of patients with tracheotomy and dysphagia after brain injury was constructed. The evaluation indicators include a total of 4 first-level indicators, 23 second-level indicators and 52 third-level indicators. The established NSQIs offer a systematic framework to enhance the quality of nursing care for ABI patients with posttracheotomy dysphagia. This model facilitates precise monitoring and proactive management of nursing practices, promising better patient outcomes and streamlined care processes. This study develops targeted NSQIs to improve dysphagia management in ABI patients' posttracheotomy, fostering better patient outcomes and advancing nursing education through essential specialised training. Expert-driven insights from experienced clinicians informed the NSQIs, ensuring their relevance and effectiveness in enhancing patient-centred care.

The Lived Experiences of Racism Among Indigenous Nursing Students Enrolled in a Canadian Baccalaureate Nursing Education Program

The Lived Experiences of Racism Among Indigenous Nursing Students Enrolled in a Canadian Baccalaureate Nursing Education Program

Understanding the Current State of Community Health Nursing Education in Canada: An Exploration of the Erosion and Devaluation of Community Health Theoretical and Practice Education in Canadian Nursing Programs

Understanding the Current State of Community Health Nursing Education in Canada: An Exploration of the Erosion and Devaluation of Community Health Theoretical and Practice Education in Canadian Nursing Programs

Empathy and High-Fidelity Human Patient Simulators: A Critical Analysis of Undergraduate Nursing Education

Empathy and High-Fidelity Human Patient Simulators: A Critical Analysis of Undergraduate Nursing Education

VoiceThread in Nursing Education: A Scoping Review.

This scoping study aimed to identify the applications for VoiceThread in nursing education. VoiceThread can facilitate collaboration through asynchronous sharing of presentations, images, and videos. To date, no knowledge synthesis exists to inform nurse educators' use of this technology. Using the Updated Methodological Guidance for the Conduct of Scoping Reviews, relevant published articles and gray literature were identified through a standardized search and selection process, followed by data synthesis. Thirty-two sources described applications including student presentations, asynchronous discussions, case studies, and instructor lectures. VoiceThread is well accepted by students and faculty with few barriers to its use. There is limited scientific rigor in studies that measured efficacy; most sources did not evaluate the efficacy of VoiceThread. Considering its many applications, more evidence is needed about the effectiveness of VoiceThread in nursing education.