ReviewFrontiers in public health2026
Educating nursing students to meet the mental health needs of vulnerable populations: a narrative review.
Review in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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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.
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Vulnerable populations are individuals at increased risk for health disparities due to interacting structural, social, and individual factors. Mental health needs are among the most consequential yet inconsistently addressed dimensions of care within vulnerable populations. While the nursing profession strives to provide equitable health care for all individuals, many nurses feel unprepared to respond to their needs. This narrative review examined the nursing education literature to identify methods, content, outcomes, and gaps in curriculum for vulnerable populations' mental health needs. Among the 23 articles identified, most articles focused on children/adolescents, LGBTQ+, military/veterans, and individuals exposed to trauma. Active teaching strategies were the most common curricular approaches. Most studies reported improvement in knowledge, confidence, or self-efficacy. Trauma-informed care was less represented and evaluated than other areas.
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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.