Preparedness for elder abuse detection and response among nursing students: A scoping review

To examine research trends on elder abuse education among nursing students by mapping key concepts and exploring strategies to strengthen readiness and response.

Elder abuse is a global public health crisis with severe physical, psychological and social consequences. Nursing students, as future frontline professionals, hold a critical role in recognizing and responding to abuse. However, their knowledge, preparedness and role perception require a clearer synthesis to effectively guide education.

A scoping review methodology was used to map existing literature.

This review followed the PRISMA-ScR checklist and the PCC (Population, Concept, Context) framework. Four electronic databases (CINAHL, MEDLINE, PubMed, PsycINFO) were searched for peer-reviewed studies published between January 2015 and December 2025.

Twelve studies from nine countries were analyzed. Knowledge was the most frequently examined domain, while perceived professional role was least addressed. Physical abuse was more commonly recognized than psychological, financial, or neglect-related abuse. Educational interventions such as simulation and lectures were most frequently applied, with simulation showing strong effects on awareness and confidence. In contrast, long-term evaluation of preparedness, reporting behavior and legal-ethical understanding was absent. Recurring gaps across studies included role ambiguity, overestimation of knowledge and limited practical readiness.

Elder abuse education in nursing remains fragmented and insufficient to prepare students for clinical response. To bridge awareness and action, curricula must embed experiential learning, legal-ethical frameworks and role clarification. This review introduces the Elder Abuse Readiness Model (EARM) as a framework to support curriculum innovation, strengthen preparedness and safeguard older adults.