Papers

Keep Showing Up: Courage in Prelicensure Nursing Education

Document Type

Paper

Publication Date

Fall 8-24-2026

Abstract

Nursing education requires communicating performance information which can be significant relational encounter. Feedback effectiveness can be lessened when students perceive limited relational support, disrespect, or insufficient psychological safety. This integrative review explores how fostering psychological-safety between faculty and students can significantly improve the effectiveness of performance feedback. A systematic search of MEDLINE, CINAHL, PsychINFO, Scopus, and Google Scholar identified eleven primary studies. Utilizing the Whittemore and Knafl framework alongside the Johns Hopkins Evidence Appraisal Tool, synthesis revealed three themes: psychological safety and belonging; faculty support during academic struggle; and caring, respectful, emotionally responsive faculty practices. Evaluative feedback in nursing is a relational encounter, not a technical exchange. Grounded in the NURS model, a formation-centered concept of mutual courage transforms academic difficulty into an opportunity for professional growth, successfully preserving educational excellence while actively fostering student psychological safety and resilienc

Metadata/Fulltext

Metadata ONLY

This document is currently not available here.

Share

COinS