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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
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.
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.
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