Harnessing Peer Power in Nursing Education: A Systematic Review of Peer-Assisted Learning Interventions.

Beyond knowledge acquisition: the role of problem-based learning in supporting competency and skills development in pharmacy education — a systematic review

To synthesize evidence on the role of PBL in pre-registration pharmacy education in fostering metacognitive and interpersonal competency development, with particular emphasis on self-regulation, learner autonomy, and professional collaboration. A systematic search of MEDLINE, Embase, ERIC, Scopus, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) identified peer-reviewed primary studies exploring PBL-related competency and skill development among undergraduate pharmacy students. Quantitative, qualitative, and mixed methods studies were included. Two reviewers independently screened studies and extracted data. Findings were synthesized narratively, and methodological quality was appraised using the Mixed Methods Appraisal Tool 2018. Twenty-six studies met the inclusion criteria (12 mixed methods, 11 quantitative descriptive, 3 qualitative). Three domains emerged from the narrative synthesis: (1) Self-regulated clinical reasoning, decision-making, and metacognitive development ( n  = 16); (2) Communication and teamwork skills ( n  = 12); and (3) Engagement, motivation, and learning management skills, including organization and accountability ( n  = 9). Across studies, PBL was associated with enhanced reflective capacity, greater ownership of learning, improved confidence in complex decision-making, and strengthened collaborative communication. However, experiences were not uniformly positive; some studies reported learner anxiety, resistance, or reduced engagement when cultural alignment was limited. Most studies were rated medium to high quality. Beyond cognitive gains, PBL appears to cultivate self-regulation, learner autonomy, and collaborative competencies essential for preparing pharmacists capable of navigating the evolving scope of contemporary practice. Further longitudinal, theory-informed research is needed to clarify the contextual conditions under which PBL most effectively supports sustained learner development.

Pathways Linking Self-Directed Learning, Self-Efficacy, and Clinical Competence in Nursing Students: A Cross-Sectional Study

The results suggest that self-efficacy is an important psychological mechanism linking SDL ability to clinical competence, mediated by self-efficacy.

Impact of Simulation-Based Learning on Problem-Solving Skills in Nursing Education

The findings support the integration of simulation-based strategies into nursing curricula as an effective approach to bridging the theory-practice gap and preparing students for safe and competent clinical practice.

Transition Readiness Among Pre-licensure Nursing Students Entering Clinical Practice: A Systematic Review

The theory-practice gap frequently triggers transition shock among pre-licensure nursing students. This study aims to identify, evaluate, and synthesize recent literature regarding the readiness level of professional nursing students transitioning to clinical practice. This systematic review adhered to the PRISMA protocol and searched PubMed, ScienceDirect, and Google Scholar for studies published over the last five years. Selection followed the PICOS framework, and methodological quality was appraised using the Joanna Briggs Institute (JBI) Checklist. Twelve articles from eight countries were analyzed. Quantitative findings indicate that practice readiness levels range from moderate to high, with mean scores averaging 63.5% to 75.4% of maximum capacity. However, significant variations exist, heavily influenced by healthcare contexts and educational cultures. Results confirm that readiness is multidimensional, integrating clinical skills, intrapersonal factors, teamwork, and professionalism. Limitations include a reliance on self-reported measures and the absence of a singular standardized assessment tool. Ultimately, these findings can directly inform nursing curriculum redesigns and the establishment of robust hospital-university partnership models, highlighting the critical need for structured pre-clinical orientations and integrated nurse residency programs to mitigate transition shock.

Fostering Excellence in English Academic Writing Among Health Profession Students and Lecturers: An Action Research

Academic writing is a critical skill for researchers and educators. However, many, especially in nonnative English-speaking contexts, face challenges in mastering it. This study employed action research (AR) involving 27 participants to address these challenges through the design and implementation of an academic writing workshop for postgraduate students and lecturers from the Facultiesof Medicine, Health Sciences, and Pharmacy. The AR workshop integrated hands-on learning, structured guidance, and innovative tools such as ChatGPT to enhance participants’ academic writing self-efficacy. A validated self-efficacy writing scale and a structured open-ended feedback form were used to evaluate the effectiveness of the AR intervention. A mixed-model repeated-measures analysis of variance (ANOVA) revealed self-efficacy scores increased significantly from 48.39 (SD = 6.71) to 59.07 (SD = 7.27) after the workshop (p < 0.001; mean difference = 10.68, 95% CI: 8.37 to 12.99). The main effects of gender and role (student versus lecturer) were not significant. Nevertheless, interaction effects revealed that male participants and students improved significantly more than female participants and lecturers. Using McNiff’s AR framework analysis, the thematic synthesis revealed key barriers to academic writing, such as challenges in initiating and structuring ideas, and highlighted the importance of engaging environments and the integration of artificial intelligent (AI) tools. Institutional support is crucial for addressing logistical and methodological challenges,including obtaining ethics approval and raising awareness of the AR research paradigm. While the findings illuminate the path for targeted interventions to enhance academic writing, demographic disparities and systemic barriers warrant further investigation. This study offers actionable insights for developing inclusive, adaptable writing programmes for diverse learners in higher education. 

The Use of Simulation to Teach Nursing Students and Nurses Caring and Empathy: A Scoping Review.