Supporting Undocumented Nursing Students: A Narrative Review

IntroductionUndocumented students face systemic and personal challenges in pursuing nursing education, particularly within the current sociopolitical climate. The purpose of this narrative review of the literature is to explore strategies to foster inclusive and supportive learning environments for undocumented nursing students.MethodsA systematic search of the literature was conducted to explore the experiences of undocumented college/university students and college/university nursing students. A narrative synthesis approach was used to categorize the findings into themes.ResultsThe literature on the broader population of undocumented college students highlights several key themes that shape their educational experiences and interactions with institutional support systems. These themes include the distinction between undocu-friendly and undocu-serving institutions, barriers to academic and mental health services, legal vulnerability, psychosocial well-being, the dual role of family as both a source of support and stress, and the advocacy and navigational strategies students employ to persist in higher education.ConclusionThe literature review revealed a significant gap in the literature regarding undocumented nursing students. Actionable recommendations are made for building undocu-affirming practices within nursing programs.Clinical RelevanceSupporting undocumented students promises to increase success in nursing degree achievement and promote higher education goals in a previously underrepresented population.