Posters

Keep Showing Up: Courage in Prelicensure Nursing Education

Document Type

Poster

Publication Date

Fall 8-13-2026

Abstract

In nursing education communicating performance information is a significant relational encounter. Feedback is can be less effective when students perceive limited relational support, disrespect, or a lack of psychological safety. This integrative review explores fostering psychological safety between faculty and students to 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 courage transforms academic difficulty into an opportunity for professional growth, successfully preserving educational excellence while actively fostering student psychological-safety and resilience.

Comments

This project was an output for The Belmont Formation Scholars Cohort for Character Research and Writing, which received generous support funding from The Kern Family Foundation.

I gratefully acknowledge peer review feedback on this project, and I am accountable for writing of this product without generative AI and in alignment with the aspirations of Belmont’s AI policy and the Psalm 8 AI Taskforce as of this date.

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