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Using Learning Outcome Measures to assess Doctoral Nursing Education

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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.

The Journal of Nursing Education

|May 6, 2026

Summary

This summary is machine-generated.

Academic help-seeking (AHS) is crucial for nursing students. Nurse educators can foster AHS behaviors to improve academic success and learning outcomes in nursing education.

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Area of Science:

Nursing Education
Academic Success
Student Learning

Background:

Academic help-seeking (AHS) is a vital strategy for nursing students.
It significantly impacts learning outcomes and overall student success in demanding nursing programs.
This review synthesizes existing AHS literature to provide actionable recommendations for nurse educators.

Purpose of the Study:

To synthesize the literature on academic help-seeking (AHS) in nursing education.
To provide concrete recommendations for nurse educators to support student AHS.
To identify gaps and future research directions for AHS in nursing.

Main Methods:

A comprehensive scoping review was performed.
Searches were conducted across multiple databases including PubMed/MEDLINE, Embase, CINAHL, PsycINFO, ERIC, and Google Scholar.
The Arksey and O'Malley framework guided the review process.

Main Results:

An initial search yielded 354 studies.
Following title/abstract screening, 64 studies proceeded to full-text review.
Ultimately, 23 studies met the inclusion criteria for this review.

Conclusions:

Academic help-seeking (AHS) behavior is a key factor in nursing students' academic success.
Nurse faculty play a critical role in facilitating and encouraging AHS among students.
Future research should explore AHS in clinical settings and evaluate structured interventions.