Practice assessment documentation is a critical component of midwifery education globally, to ensure students meet regulatory standards for clinical proficiency. However, variations in documentation, grading criteria, and assessor interpretation have led to inconsistencies in student assessment. This scoping review maps existing literature evaluating midwifery practice assessment documentation, synthesises the evidence, and identifies gaps.

Moral distress arises when nursing students recognize the ethically appropriate action but are constrained from acting due to institutional or interpersonal barriers. During clinical placements, they frequently encounter unethical practices, hierarchical dynamics, and value dissonance that evoke emotional strain and ethical disillusionment. Such experiences can undermine moral competence and hinder professional identity formation. Although moral distress among students has gained increasing scholarly attention, prior reviews often lacked conceptual coherence, cultural inclusiveness, and methodological rigor.

The clinical learning environment (CLE) is a fundamental component of nursing education, crucial for translating theoretical knowledge into practical competence. While a supportive CLE is known to enhance nursing competence, the precise mechanisms underlying this relationship are not fully understood. Professional identity formation, the process by which students internalize the values, behaviors, and roles of the nursing profession, is theorized to be a key mediating factor in this dynamic.

Psychiatric-mental health nurse practitioner (PMHNP) education often privileges certainty-rubrics, checklists, and single-best answers-despite the ambiguity that defines clinical work. This article advances John Keats's Negative Capability as a pedagogical lens for cultivating wise, ethical practice. The article also integrates Isaiah Berlin's value pluralism to frame unavoidable tensions among legitimate goods (e.g., autonomy and safety) and distinguish internal uncertainty (self-doubt, the urge to fix) from external uncertainty (diagnostic ambiguity, cultural complexity). Rather than rejecting structure, the article proposes a developmental balance: use structure as scaffold while deliberately training learners to dwell within not-yet-resolved situations. Practical strategies include mindfulness "urge-to-fix" drills, reflective journaling with Keatsian prompts, uncertainty-mapping worksheets, culturally grounded cases using the DSM-5-TR Cultural Formulation Interview, ambiguity-weighted OSCEs, and values trade-off conferences. The article braids these tactics to broader nursing and philosophical foundations-Heidegger's ontology of care; Carper/Chinn's patterns and emancipatory knowing; Watson's caring science; and Leininger's transcultural nursing-to clarify links to emotional intelligence, resilience, and epistemic justice. Negative Capability, implemented with clear safety thresholds and just institutional supports, prepares PMHNPs to listen deeply, think plurally, and act responsibly amid conflict and incomplete knowledge. Educators can thus reframe uncertainty from personal deficit to essential terrain of clinical wisdom. It aligns with contemporary nursing priorities and ethics.

Although efforts have been made to integrate electronic nursing records (ENRs) into undergraduate nursing education, evidence supporting their use is lacking.

Pre-registration nursing students need to be appropriately prepared for a healthcare environment that is increasingly utilising artificial intelligence. Currently, there are no guidelines available for embedding critical artificial intelligence literacies into nursing curricula.

Biosafety events pose a global threat. Nurses in tertiary general hospitals are among the first responders. They must have comprehensive competencies to respond appropriately to individuals exposed to biosafety risks while ensuring their safety.

To explore effects of credit bank on clinical communication skills, critical thinking skills, self-directed learning ability, professional identity and public stigma associated with hepatitis B patients of nursing interns in the infectious diseases department.

The objective of this scoping review was to explore the link between belongingness in the clinical setting and the development of practice readiness in undergraduate student nurses. With higher demand for an increasingly competent nursing workforce, understanding the factors that contribute to practice readiness is crucial. The focus of this paper is the influence of prelicensure nursing students' perceptions of belongingness in the clinical learning environment on students 'preparedness for professional practice.

Simulation-based education is recognised as a valuable approach in preparing healthcare learners for clinical practice. This approach provides learners with a safe environment to develop their skills. Simulated patients: persons who portray a patient or family member realistically are considered the highest level of realism, enabling learners to engage on an emotional, tactile and physical level. Although the reported benefits of this educational strategy include students feeling more prepared for clinical practice, little is known about how and why simulated patients enable the transfer of learning into clinical practice.

In light of a global need to invest in nurse retention as a prerequisite for safeguarding sustainable health systems, the crucial role of professional identity development during and after nursing education has been recognized. However, a comprehensive overview of empirical evidence supporting interventions that effectively enhance the formation of professional identity in nursing is lacking.

Occupational violence and aggression (OVA) are a widespread issue in healthcare, with nurses at high risk due to frequent interactions with patients, families, and visitors. Entry-to-practice nurses are particularly vulnerable due to transition stress, workload challenges, and exposure to aggressive or distressed individuals. OVA has significant consequences, including psychological distress, increased turnover, and reduced job satisfaction. Simulation-based education is increasingly used to prepare nursing students to recognise, respond to, and manage OVA effectively. The effectiveness of different simulation methodologies in improving students' preparedness remains unclear.

Values education has gained prominence in undergraduate nursing education as healthcare services continue to demand higher quality of care and professionalism. Undergraduate nursing students' preferences for these values education are critical for improving learning and optimizing instructional design.

Operating room (OR) practice often induces anxiety in nursing students because of its highly specialized environment. Innovative preparatory education is essential to enhance students' emotional readiness and spatial understanding prior to clinical exposure. This study aimed to evaluate the effectiveness of 360-degree video materials in improving emotional and spatial preparedness among nursing students before and after an OR practicum.

Competency has become one of the most frequently invoked concepts in nursing education. Across curricula, accreditation standards, and scholarly discourse, it is presented as a solution to concerns about graduate readiness. Yet despite the proliferation of frameworks, the meaning, assessment, and application of competency remain inconsistent and unevenly applied. This commentary critiques the contemporary emphasis on competency, arguing that the lack of coherence in definition and implementation risks reducing it to rhetoric rather than reality. The COVID-19 pandemic exposed the fragility of these frameworks. Despite years of discourse, few nursing programs had embedded pandemic-ready preparation. Nurses across both high- and low-resource settings were thrust into roles that exceeded their training, revealing the absence of unified standards and the limitations of existing approaches. Ultimately, the claim that we are "measuring competency" may provide reassurance but, without internationally coherent yet regionally adaptable standards, such claims risk remaining rhetorical. Coherence across nursing competency frameworks can be achieved through shared terminology, regional adaptation, and sustained international dialogue. Building on the World Health Organization's (2022) Global Competency and Outcomes Framework for Universal Health Coverage, this commentary proposes a practical path toward alignment without mandating uniformity. While the WHO framework provides an essential pathway, challenges in competency assessment and translation to practice remain. The commentary invites reflection on how nursing education can collaboratively shape feasible, contextually grounded solutions.

Perinatal bereavement, including miscarriage, stillbirth, and neonatal death, poses profound psychological challenges for parents. Midwives are often the primary professionals supporting families through this process. However, many report feeling underprepared, lacking confidence, and experiencing compassion fatigue, which may affect the quality of care.

Role strain occurs when an individual has a variety of roles but the associated expectations conflict. Male identifying nursing students have been previously shown to experience greater role strain than female identifying students in their obstetrical (OB) clinical experience. Surrounding sociocultural events can influence role strain experienced by students. Sociocultural events over the last three decades have generated societal awareness that has created role expectations potentially resulting in increased role strain for students in the OB clinical setting.

To explore nursing student and faculty perceptions of DEI within a Bachelor of Science in Nursing (BSN) program in the United States to offer insights to guide ongoing curricular improvement.