Academic Help-Seeking Behavior in Nursing Students: A Scoping Review.

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-06 DOI:10.3928/01484834-20260406-01

Bryce H Silverlight, Franklin D Hicks, Todd M Ruppar

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Abstract

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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护理学生的学术求助行为：一项范围审查。

背景：学术求助是提高学习成果和学生成功的一种有价值的策略，特别是在护理教育的高要求领域。本综述综合了学术求助（AHS）文献，并为当前的护理教育者提出了具体建议。方法：采用Arksey和O'Malley描述的范围综述框架，在PubMed/MEDLINE、Embase、CINAHL、PsycINFO、ERIC和谷歌Scholar中进行范围综述。结果：搜索最初确定了354项研究进行标题和摘要筛选。经过标题和摘要筛选，64项研究纳入全文综述。经全文审查，23项研究符合纳入标准，纳入本综述。结论：本综述强调AHS行为是护生学业成功的重要组成部分。教师有机会在促进AHS方面发挥重要作用。未来的研究应侧重于在临床环境中检查AHS，并对结构化的求助干预措施进行经验性评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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