ReviewAdvances in medical education and practice2024
Defining and Characterizing the Nursing Student-Faculty Relationship in Clinical Practice: A Concept Analysis.
Review in Advances in medical education and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- From Care to Justice: Reframing Nursing Education Through Relational Ethics and Epistemic Inclusion.Nursing philosophy : an international journal for healthcare professionals · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: This paper aimed to define and characterize the nursing student-faculty (NS-F) relationship in clinical practice. Methods: An integrated literature review was conducted in PubMed, Scopus, and CINAHL from December 6th to 25th, 2023. The final review included 15 articles. The analysis employed the concept analysis method by Walker and Avant to identify antecedents, attributes, and outcomes of the NS-F relationship. Results: The common attributes were caring, interpersonal connectedness, motivation, and constructive communication. A clinical learning environment and contact between nursing students and faculty are the antecedents whilst positive consequences are but not limited to a positive learning environment, motivation, well-being, and empowerment. Conclusion: The findings from this analysis can be applied in practice to improve clinical education by guiding nurse faculty and students to implement effective interactions that promote the professional and academic development of nursing students. The findings offer practical implications for enhancing student-faculty relationships, leading to better learning outcomes in clinical settings.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.