Embedding growth mindset principles to strengthen remediation in nursing programs

Abstract

Background

Remediation in nursing education is often reserved for students identified as academically at risk and is frequently implemented after significant performance deficits emerge. Stigma, fear of failure, and diminished self‑efficacy may further discourage students from engaging in support. This article reframes remediation through a growth‑mindset lens and advocates for its proactive integration before academic decline occurs.

Innovation

This educational innovation describes three teaching-learning approaches implemented in a Bachelor of Science in Nursing program in the southwestern United States: collaborative testing, writing‑based remediation, and NCLEX‑RN remediation. These approaches integrate growth‑mindset principles into routine coursework by promoting reflection, identifying knowledge gaps, fostering metacognitive awareness, and encouraging active engagement in learning. In this model, remediation is redefined as helping students learn what they do not yet know.

Implications

Integrating remediation into routine coursework may normalize continuous learning, reduce stigma, and strengthen resilience, clinical reasoning, and self-directed learning.

Conclusions

A growth‑mindset approach may transform remediation from a deficit‑based intervention into a proactive strategy that supports student success, retention, and NCLEX‑RN preparation. Further research is needed to evaluate its impact on educational outcomes.