ReviewFrontiers in medicine2026
Nursing education in conflict: How intersectionality impacts access to educational opportunities?
Review in Frontiers in medicine, 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
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Nursing, as a pillar of healthcare, must train a diversifying workforce under increasingly complex conditions. Access to education is affected by intersectional factors including gender, international biographie, socio-economic status, and hierarchical structures, yet systematic analyses remain limited. Methods: A PRISMA-based scoping review was conducted using PubMed, Ebsco CINAHL, PeDocs, CareLit, Livivo, and Google Scholar. Seventy studies were screened, with eight articles thoroughly analyzed for conceptual insights. Results: Intersectional barriers substantially hinder access to educational and qualification opportunities in nursing, disproportionately affecting marginalized groups. Hierarchical structures, Eurocentric curricula, and inadequately adapted digital strategies exacerbate these disparities and perpetuate discriminatory practices that negatively impact both carers and patients. Conclusion: Traditional deficit-oriented approaches focus on perceived adaptation issues among marginalized groups rather than on the structural barriers within the healthcare system. Early integration of intersectional perspectives in nursing education is essential for fostering ethical awareness, challenging power imbalances, and empowering professionals to dismantle discriminatory practices. Comprehensive curricular reforms that address racism, gender dynamics, and socio-economic inequities can promote inclusivity, improve professional retention, and enhance patient care outcomes. Systematically integrating intersectional frameworks into nursing education is crucial for reducing systemic inequities and catalyzing long-term structural change in the healthcare system.
Indexed as
Identifiers
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.