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Academic Help-Seeking Behavior in Nursing Students: A Scoping Review
Bryce H Silverlight1, Franklin D Hicks1, Todd M Ruppar1
1Rush University College of Nursing, Chicago, Illinois.
Background:
Academic help-seeking is a valuable strategy for enhancing learning outcomes and student success, particularly in the demanding field of nursing education. This review synthesizes academic help-seeking (AHS) literature and makes concrete recommendations for current nurse educators.
Method:
A scoping review was conducted in PubMed/MEDLINE, Embase, CINAHL, PsycINFO, ERIC, and Google Scholar using the scoping review framework as described by Arksey and O'Malley.
Results:
The search initially identified 354 studies for title and abstract screening. After title and abstract screening, 64 studies were included for full-text review. After the full-text review, 23 studies met the inclusion criteria and were included in this review.
Conclusion:
This scoping review highlights AHS behavior as an influential component of nursing students' academic success. Faculty have the opportunity to play a strong role in facilitating AHS. Future studies should focus on examining AHS in the clinical environment and empirically evaluating structured help-seeking interventions.
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