ArticleBMC nursing2025
Quality faculty-nursing students' relationship: a systematic review of facilitators, barriers, and impact on students.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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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
5 citing papers in PubMed.
- Effect of traditional versus video-assisted problem-based learning on pediatric nursing students' academic self-efficacy and self-directed learning: implications for pediatric patients care.BMC medical education · 2026Trial
- Article
- Workaholism, Mindfulness, and Work-Related Quality of Life Among Nursing Educators in Saudi Nursing Colleges: A Multisite Cross-Sectional Study.International journal of mental health nursing · 2026Observational
- Violence Experienced by Nursing Students During Clinical Practice and Academic and Emotional Consequences: A Cross-Sectional Study.Nursing reports (Pavia, Italy) · 2026Article
- The relationship between freshmen's perceived social support and learning flow: the chain mediating role of perceived stress and depression.BMC psychology · 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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFaculty-student relationships are central to the academic and professional development of nursing students. This review aimed to systematically identify and synthesise existing evidence on the facilitators and barriers to quality faculty-nursing student relationships and their impact on student outcomes.
methodA systematic review was conducted following PRISMA guidelines. Comprehensive searches were carried out across major databases including PubMed Central, Embase, Scopus, Web of Science, ERIC, JSTOR, Dimensions.ai, and others. Studies published in English between 2000 and 2025 that focused on faculty-nursing student relationships were included. The quality of the included studies was assessed using Joana Briggs Institute (JBI) critical appraisal tools and mixed-method appraisal tool, and thematic synthesis was employed to analyse and report findings.
resultsThirty-eight studies were included in the final synthesis. Key barriers identified included disrespectful behaviours, ineffective teaching, poor communication, institutional constraints, and discrimination. These factors contributed to psychological distress, disengagement, and reduced academic performance. Facilitators of positive relationships included strong faculty support, caring behaviours, respectful and inclusive interactions, effective communication, and structured learning environments. Positive relationships were associated with improved confidence, motivation, clinical readiness, and professional identity formation. Poor-quality relationships, in contrast, may be linked to emotional distress and negative perceptions of the nursing profession.
conclusionFindings from the included studies suggest that the quality of the faculty-nursing student relationship plays a critical role in shaping student experiences and outcomes. Strengthening relational practices in nursing education may support student development and promote more inclusive and effective learning environments. Further research is needed to explore interventions across diverse settings. CLINICAL TRIAL NUMBER: Not applicable.
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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.