expectation in nursing course essay

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Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Jessica biles.

a School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Albury, NSW, Australia

Kylie Murphy

b School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, School of Community Health, Albury, NSW, Australia

Patience Moyo

c Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Dubbo, NSW, Australia

Student satisfaction is related to experiences and expectations. It is challenging for educational administrators to deliver quality experiences without student expectation insight. Without this insight, student satisfaction is at risk.

This study aims to develop a better understanding of the gaps that exist between student expectations and student experiences in a nursing program to inform and potentially improve student satisfaction in undergraduate nursing programs.

This research was a mixed methods survey undertaken at an Australian regional university. A total of 82 nursing students completed the survey, which contained open and closed questions addressing various domains of course experience. The questions were mostly categorical (respondents selected from predetermined ordinal options), with opportunities to elaborate on some questions.

The survey responses showed that flexibility in subject requirements, the helpfulness of academic/teaching staff (lecturers and tutors), and clarity of teacher communications correlated strongly with satisfaction in those respective areas. Expectation-experience discrepancy correlated strongly with satisfaction in these areas: support to navigate university systems, the timing of subject availability, the helpfulness of academic staff, and timetable suitability. The strongest predictor of students’ overall satisfaction with their course was the extent to which they felt “supported to navigate university systems.”

The findings indicate that a better understanding of student course expectations can lead to better student satisfaction and, as such, educational administrators should work to innovate methods to discover and address student expectations.

Introduction

“Student satisfaction” is a major contributor to the development of policies in most universities in Australia ( Smith et al., 2018 ). This impetus of this approach lies with the national framework designed to collect students’ feedback about their experiences as students ( Quality Indicators for Learning and Teaching, 2018 ). This framework aims to collect ongoing and consistent feedback from all higher education learners. The feedback is used to improve the outcomes of teaching and learning experiences for higher education students in Australia ( Quality Indicators for Learning and Teaching, 2018 ). The framework focuses mainly on the students’ learning and environments, but it does not incorporate the students’ expectations of their studies. Consequently, the support mechanisms developed in response to the feedback received are limited ( Quality Indicators for Learning and Teaching, 2018 ; Smith et al., 2018 ).

Crisp et al. (2009) suggests that an appropriate alignment between the students’ expectations and satisfaction with their learning experiences will only be possible by understanding their expectations. This aligns with Hassel and Ridout (2019) who have evidenced that it may be that students’ expectations can be better managed (modified) and/or better met. Several factors have already been identified as influencing students’ expectations of their university education, together with the capacity of students to complete their study requirements. These factors include inherent learner characteristics, attitude, communication skills, confidence, preferred learning exposure, learning capabilities, work, finance, and family commitments ( Bourdeaux & Schoenack, 2016 ). Several of these components have been identified as the social determinants of learning ( Sanderson et al., 2021 ).

Exploration of nursing student expectations before they begin and as they undertake their study will enable the development of strategies by nursing educational administrators to address any gaps. In addition, identifying and addressing students’ expectations of study can increase the retention of students ( Tower et al., 2015 ). In contrast, a lack of contextualization or understanding of expectations may result in low student engagement in learning ( Bourdeaux & Schoenack, 2016 ; Money et al., 2017 ).

The expectations of students can limit their engagement in learning and negatively affect their study patterns and progression. Additionally, academic requirements may be an unexpected challenge, giving rise to transition and retention issues ( Tower et al., 2015 ). It has been cited that academic and institutional issues influence students’ expectations and experiences ( Hughes et al., 2020 ; Tower et al., 2015 ). Some of the issues in navigating large institutions have led to perceived poor advice and difficulty in navigating through university systems ( Tower et al., 2015 ). This means there is a need to develop an understanding of the students’ expectations to facilitate positive learning experiences ( Money et al., 2017 ; Schütze, 2020 ).

The student experience in higher education is multilayered and often moves beyond the experience of the tertiary learning setting ( Crisp et al., 2009 ; Schütze, 2021). Nationally, in Australia, around 20% of undergraduate learners considered withdrawing from the university system in 2019 ( Quality Indicators for Learning and Teaching, 2020 ). One reason for this was financial stress (Kift, 2015; Quality Indicators for Learning and Teaching, 2020 ). On the other hand, student success in the first year of study contributes to ongoing retention and success ( Maymon et al., 2019 ; Schütze, 2021). It has been shown that success can be enhanced by supporting the transition of specific skills such as self-efficacy and self-regulation yet often not identified as prerequisites for course admission ( Hailikari et al., 2019 ). As described by Maymon et al. (2019) , the tertiary sector must create environments where all learners can succeed. From a review of relevant literature, it is evident that a gap likely exists between some students’ expectations versus experiences; but the precise nature of this gap has not yet been investigated ( Crisp et al., 2009 ; Maymon et al., 2019 ; Schütze, 2021).

Within a large and complex university setting, learner expectations can be challenging to ascertain. It seems that students’ levels of satisfaction with their learning experiences influence course satisfaction, but satisfaction is also relative to expectation. Therefore, there is a need to explore students’ expectations and associated experiences, to enable the creation of environments that contribute to positive learning experiences for students, including in Bachelor of Nursing programs.

This research study aimed to uncover the expectations and experiences of current students enrolled in a Bachelor of Nursing degree. It aimed to understand the relationship between student expectations, experiences, and satisfaction levels at a regional Australian university. By gaining insights into student expectations that appear to influence satisfaction levels, it was anticipated that academics (lecturers and tutors) would be able to better manage (modify) and/or satisfy the expectations of learners. This research addressed three main questions:

• 1. What are the experiences of current nursing students and their corresponding expectations?
• 2. To what extent do nursing experience-expectation mismatches correlate with satisfaction levels?
• 3. What areas of experience-expectation mismatch appear to be most damaging to overall satisfaction?

Students’ expectations, experiences, and satisfaction were investigated in the following areas: peer-relational experiences, academic-relational experiences, subject-delivery experiences, content-learning experiences, flexibility and accommodation experiences, and general university-belongingness experiences.

This project was a mixed methods study using an online survey involving both quantitative and qualitative methods. The survey was purposefully designed to address the study's questions. Surveys are accessible to many participants while engaging a flexible and broad scope ( Polit & Beck, 2021 ). The survey design aligned with the scope of the research questions and involved primarily closed/categorical questions with the opportunity for elaboration in open textboxes (see a list of survey questions in Table 1 ). Ethical approval was obtained before data collection (H19327).

Full list of survey questions

Data Collection

Homogenous purposive sampling was used to recruit students based at a regional Australian university. Representativeness was desired and as such, all nursing students were equally encouraged to complete the survey anonymously. Nursing students were the target population. All year levels of the Bachelor of Nursing were included in the recruitment correspondence with three reminders being sent to the cohort. At the time of initial recruitment, there were approximately 1197 eligible nursing participants. Of these participants, 82 responses were received. Given this study was descriptive and exploratory in nature, a minimum sample size calculation was deemed unnecessary.

Recruitment was via an email/announcement invitation via the Blackboard© communication portal. The survey was disseminated via Survey Monkey© in 2020 between week 2 to week 6 of the first session. The survey was designed by the team. A survey was considered relevant as the team was seeking answers to broad and possibly interrelated aspects pertaining to nursing studies. During recruitment, all nursing students’ face-to-face classes were transferred to online delivery in response to COVID-19 health restrictions.

The survey primarily consisted of categorical questions as detailed in Table 1 . For example, the response options were: Not at all, A little, A moderate amount, A lot, Flexibility in the subject requirements has always perfectly met my needs. In addition, each question invited participants to explain their categorical responses in further detail; for example, please feel free to briefly describe the experience behind your answer, without identifying anyone. These open questions generated the qualitative data that were analyzed in this study.

Data Analysis

Quantitative analysis.

Quantitative analysis included a mixture of descriptive and inferential statistics. Descriptive analyses determined the extent to which students expected versus experienced versus were satisfied with various aspects of their course experience, and the discrepancy between students’ expectations and experiences in those respective areas. Spearman's rho correlation analysis was conducted to identify significant correlations, including areas where expectation-experience discrepancy was associated with (a) the level of satisfaction within that same domain and (b) overall course satisfaction.

Qualitative Analysis

The principles of thematic analysis ( Polit & Beck, 2021 ), along with Lincoln and Guba's quality framework ( Lincoln & Guba, 1999 ), framed the data analysis of the qualitative findings. NVIVO© was used as a data management tool. Thematic analysis guided the analysis of the raw data ( Polit & Beck, 2021 ). This involved reviewing and rereading the raw data in each text box. Common keywords and sentences were highlighted as preliminary nodes. Nodes were then clustered into categories, which became parent nodes and final themes ( Polit & Beck, 2021 ). Consistent with qualitative thematic analysis, the methodological rigor and credibility were strengthened by asking another researcher to code some of the raw data to confirm data accuracy. Team meetings were used as a mode to ensure that findings were representative of our interpretation of the participants’ experiences in the context of an open-ended response to a survey ( Lincoln & Guba, 1999 ). Importantly, the open question data was discussed by the research team, considering the quantitative findings. Given this, and the context of participants, transferability of the data may not be possible ( Lincoln & Guba, 1999 ).

Respondent Characteristics

A total of 82 students responded to the survey; 75 (91.5%) were female, 7 (9.5%) were male and no participants identified as non-binary. Just under one-third (30%) were aged 18–24 years, 33% were aged 25–34 years, and 22% were aged 35–44 years. Most (88%) were born in Australia. Over half (61%) were studying in an online mode, 34% were studying on-campus, and the remaining 5% were studying in a blended mode. One-third (33%) of the respondents reported being the first in their immediate family to attend university.

Quantitative Findings

Table 2 shows that although the students’ expectations, experiences, and satisfaction levels varied across the various experience-domains, overall course satisfaction was moderate-to-high (M = 3.20; SD = 1.16). Expectation-experience discrepancies tended to be small; however, experience tended to be rated substantially below expectation for clarity of teacher communications (mean difference = -.58), the helpfulness of academic staff (-.50 difference), the timing of subject availability (-.49 difference), and access to technical resources (-.44 difference). Experience rated above expectation only for the supportiveness of fellow students (mean difference = .24).

Descriptive statistics summarizing students’ levels of expectation, experience, expectation-experience discrepancy, and satisfaction (5-point scale) in each domain of course experience

Table 3 shows that the extent to which students were satisfied with the support they received “to navigate university systems” was by far the strongest predictor of their overall satisfaction as a learner in their course (rho = .74, p < .01). The extent to which students reported experiencing “support to navigate university systems” was also a strong predictor of students’ overall satisfaction with their course (rho = .667, p < .01), as was their expectation-experience discrepancy in that area (rho = .668, p < .01).

Spearman rho correlations between satisfaction and experience, and between satisfaction and experience-expectation discrepancy

*Correlation was significant p < .05.

⁎⁎ Correlation was significant p < .01.

Table 3 also shows that students’ experience in all domains was very strongly correlated (rho > .6) with their satisfaction in those respective areas, with the following exceptions: (a) the extent of students’ use of university services and technical facilities, respectively, had only moderate associations with their satisfaction levels in those areas (rho = .33 to .46, p < .01) and (b) their experienced study-time requirements had no association with their satisfaction in that area (rho = .14, p > .05). The three areas where experience correlated most strongly with satisfaction in those same areas were (a) flexibility of study requirements (rho = .90, p < .01), (b) helpfulness of academic staff (rho = .89, p < .01), and (c) clarity of teacher communications (rho = .88, p < .01).

Finally, Table 3 shows that, in most areas, expectation-experience discrepancies predicted students’ satisfaction levels moderately-to-strongly (rho > .30); exceptions were observed for the availability of technical resources (rho = .01, p > .05) and the time commitment required for study (rho = -.27, p < .05). Expectation-experience discrepancy was very strongly correlated with satisfaction regarding the extent to which students experienced support to navigate university systems (rho = .78, p < .01), suitable timing of subject availability (rho = .75, p < .01), the helpfulness of academic staff (rho = .65, p < .01), and timetable flexibility (rho = .61, p < .01). That is, the more a students’ experience approximated or exceeded their expectation in these areas, the higher their satisfaction was in those respective areas; the more their experiences were rated below expectation, the lower their satisfaction.

Qualitative Findings

Two overarching themes emerged from the students’ elaborations in the open-ended textboxes. From this text, 36 nodes were collated into two major themes: I want more flexibility and Communication is important to me. Each theme related to students’ experiences and expectations.

Want More Flexibility

In line with the quantitative findings, participants were seeking flexibility in their learning experiences. Many students cited carer responsibilities that affected their ability to engage with content in a way that they felt was expected by the university:

“I have been clearly told that even though I am the primary carer of two children, I will not receive any special consideration for requiring placements in my local area, so I can still care for my children of an evening. I have found this to be inflexible and unhelpful for a mother who is retraining to return to the workforce.”

Administrative influences seemed to be the biggest hurdle for learning. There was an expectation upon enrolment by participants that learning experiences would be balanced with their life commitments. However, as indicated in the quantitative findings, navigating the administrative aspects of their learning did not align with their expectations and influenced their overall experiences:

“The timetable is set and students have to adjust their lives around it ... if the timetable doesn't work due to employment commitments etc., then you have to unenrol from ‘on campus’ mode and enrol to study via distance education.”

Participants were acutely aware of the impact of university studies on their varied commitments outside of university. In line with national data, university students are no longer typically school leavers. It is estimated that university students who experience extreme hardship while studying will consider withdrawing from higher education, with 46% being due to health or stress-related factors, and 23% being due to financial reasons ( Quality Indicators for Learning and Teaching, 2020 ).

This research aligned with these findings and demonstrated that learners appreciate flexibility and learning in both online and distance education modes that they can bridge to accommodate other commitments in their lives:

“My work hours vary every week, so as a distance learner I am able to learn whenever I can by listening to recordings retrospectively.”

“As a mother, I find it hard when the classes are outside the hours of 9–5. 8 am classes or classes that go until 6 pm are just not necessary. When I had (an) 8 am class, I had to enrol my children in before school care and drop them off at 7:30 am. At times it would often just mean I would not attend many of these classes.”

“I don't think anyone could easily work a part-time job and still make all the lectures. In fact, I know they couldn't; many students skipped lectures.”

“Online study should be able to be studied as wanted to work around family and employment.”

Students expected that university could be balanced with other commitments and when it did not meet their expectations, they were not satisfied with their overall experience.

Communication Is Important to Me

Importantly, student-lecturer relationships influenced participants’ experiences. Interestingly, students’ responses to communication were polarized. For example, some participants cited student relationships with staff as being excellent and others as not positive. Regardless, communication influenced learning experiences:

“A lot of us are quite new like myself. I've found our lecturers are open to hearing about our experiences and understandings, and often encourage us to express our views and knowledge.”

“[Communication occurs] but not individually as much as I'd like. If I knew there would be 300 students in my cohort, I wouldn't be doing it online!”

Interestingly, there was a discrepancy in communication experiences between on-campus versus distance education students. Online learners found the communication sporadic, lengthy and often not meeting their needs. This influenced their relationship with lecturers and their satisfaction levels. Consistent with other research, this study evidences the expectation students have in developing a relationship with their lecturer regardless of being enrolled on-campus or online. Evidence has linked attrition and learner engagement with lecturer relationships ( Mottet et al, 2006 ).

Online learning was referred to by many participants in the study. It was seen as a way for participants to accommodate life commitments but was also cited as a challenging mode of study for many learners. Many students cited online learning as not being as flexible as they expected. Communication for online learners was a determining factor as to whether participants were satisfied or dissatisfied with their overall online experiences:

“Many times, I have missed important information in emails because we receive emails for the whole discipline and every campus, which equals a lot of emails.”

Navigating the balance between too little and too frequent communication has been explored and aligns with Hughes et al's (2020) understanding of communication during transition years of nursing studies.

The purpose of this study was to understand the relationship between undergraduate nursing students’ expectations, experiences, and satisfaction levels. Several key findings emerged. There were clear relationships between participants’ expectations, experiences, and satisfaction levels, but notable discrepancies were observed between expectations and experience for clarity of teacher communications, the helpfulness of academic staff, the timing of subject availability, and access to technical resources. That is, the experience was below expectations. Generally, students’ experiences predicted their satisfaction, and expectation-experience discrepancies correlated less strongly with satisfaction levels. However, satisfaction appeared to be impacted by expectation-experience discrepancies for levels of support to navigate university systems, the timing of subject availability, the helpfulness of academic staff, and timetable suitability. The strongest predictors of students’ overall satisfaction with their course were the extent to which they experienced support to navigate university systems, and expectation-experience discrepancy in that same area.

Two overarching short answer findings I want more flexibility and Communication is important to me contextualize the quantitative results and highlight the importance of flexible systems that support learner engagement with universities and communication that translates the required information in a way that is supportive to participants’ experience.

The findings of this paper align with our current understanding that tertiary education operates under a business model and this impacts how academics teach and how students approach their learning ( Broome et al., 2018 ; Ciancio, 2018 ). With universities operating as an international business, the focus on positive service delivery is important ( Asif, 2014 ). From this study, it is clear that there is a relationship between expectations, experiences and levels of satisfaction. The findings that students’ satisfaction was heavily influenced by the extent to which they felt supported to navigate university systems is particularly significant and demonstrates the relationship between service delivery and customer satisfaction. Therefore, it is important for academics and administrative staff to work in partnerships to ensure that positive experiences can be achieved for learners. Learning satisfaction has moved beyond content and delivery, and is now reliant on all services within a university. This creates a praxis for educators working within universities where strong satisfaction is related to systems beyond their control.

Consistent with other literature ( Donald, 2019 ; Maymon et al., 2019 ), it is evident that students come to tertiary level study with preconceived ideas and expectations of their experiences. Managing these expectations is increasingly challenging ( Maymon et al., 2019 ). Our findings that academic flexibility, helpfulness, and communication were major factors in students’ sense of satisfaction are also important for university leaders to consider. For students facing academics, there is some evidence that flexibility in delivery modes and creating the time for nursing students to maintain their wellbeing and morale can be helpful and flexibly accommodate student needs ( Field et al., 2019 ).

Literature has cited higher education institutions as being ineffectual service providers within a business sector that values personalized, accessible and simple service delivery ( Balzer, 2010 ; Massy, 2016 ). The increasing marketization of higher education underscores the importance of our findings; it is more important than ever to understand and meet the expectations of students as consumers. Many studies about course satisfaction and attrition are related to university leaders and discipline leaders ( Li & Carroll, 2019 ); however, few focus on how universities operate as a business, for example, navigating systems. If universities are truly embracing the marketization business model of higher education, then they need to deeply engage with the views, thoughts, and experiences of consumers and from this, facilitate pathways that enable expectations to align with experiences ( Brooker et al., 2017 ).

Limitations

Despite the clear and statistically significant findings uncovered in this study, there are limitations to acknowledge. One limitation of the study is that the sample was primarily female. The sample of male participants was too small to enable robust sub-group analysis. In addition, the response rate was 10%, which may impact the generalizability of the findings. It is important to also note that the survey was developed by the research team and, while its face validity was supported in the current study, the survey was not psychometrically evaluated. Further research in this area should psychometrically assess the survey tool and explore perspectives of students in international and metropolitan settings, and in other disciplines inclusive of postgraduate students, to help identify nuances in students’ expectations, experiences, and satisfaction levels. It may be found that students in other (non-nursing) courses, where male students are more represented, have different expectations and satisfaction levels. Finally, while this study uncovered that experiences and expectation-experience discrepancies in certain areas most strongly influence student satisfaction levels, intervention studies focused on those areas will be required to understand how to improve students’ experiences and how to better manage their expectations (i.e., moderate the expectations to make them more realistic).

Overall, this study makes a valuable contribution to the existing literature by demonstrating that a pattern of relationships exists between expectations, experiences, and satisfaction levels among undergraduate nursing students. The level of flexibility in subject requirements, the helpfulness of teaching staff, and the clarity of teacher communications are important to these students. However, student satisfaction is also negatively impacted when their expectations go unmet regarding support to navigate university systems, the timing of subject availability, and timetable suitability. In addition to trying to optimize these aspects of student experience, university administrators should aim to ensure that student expectations are realistic from the outset. The extent to which they felt “supported to navigate university systems” had the largest impact on the students’ overall satisfaction with their course. Therefore, this should be considered a particularly important focus for administrators and educators seeking to maximize student satisfaction.

Declaration of Competing Interest

1. The article has not received prior publication and is not under consideration for publication elsewhere

2. All authors have seen and approved the manuscript being submitted

3. We (the authors) abide by the copyright terms and conditions of Elsevier and the Australian College of Nursing

The authors of this paper do not have competing priorities or interests.

Acknowledgments

Our research was conducted living and working on the lands of the Wiradjuri peoples. As authors we acknowledge First Nations peoples as the traditional owners of all Australian lands, and we acknowledge Elders past, present, and emerging.

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26 Top Things to Expect in Nursing School

Nurses are intelligent, trustworthy, and resilient. They deliver high-quality care to their patients, provide education, and advocate for their patients when needed. Nurses are great! With that being said, have you considered a career in nursing? But maybe have felt overwhelmed with the thought of nursing school and not sure what to expect in nursing school? Below, I will list 26 things to expect in nursing school to help ease some of the fear and uncertainty associated with nursing school.

Why is it Important to Know What to Expect in Nursing School?

What to expect in nursing school, 1. nursing school interview.

• Why do you want to become a nurse? • Who are your role models? • Why did you choose their college? • What are your core values? • Why would you be a good fit for their program? • What qualities do you currently have that will make you a great nurse?

2. Reading, Reading and More Reading

3. study, study and study some more, 4. re-learning how to study, 5. tests, tests, and more tests, 6. the use of case studies to learn content, 7. lecture courses, 8. group projects, 9. research papers, 10. simulation, 11. early mornings, 12. nursing clinical does not start right away, 13. variety of clinical settings, 14. internship or preceptorship prior to graduation, 15. feeling stressed, 16. lack of sleep, 17. always hearing about the nclex exam, 18. walking around with note cards, 19. support from your teachers, 20. added expenses beyond tuition.

• You will have to make sure you are up to date with specific/mandatory vaccines, and if you are not, you will have to have them completed before you start. • You will have to pay for annual immunizations, including the influenza vaccine and the TB test. • There is also an out-of-pocket expense for clinical attire and supplies, including scrubs, specific shoes, and a stethoscope. • Cost of textbooks—some nursing programs include this in the tuition, while others you have to pay out of pocket each semester. • Decrease in income—due to the demand of nursing school, you may not be able to work the same number of hours you did prior to school. This is important to consider when budgeting for the week/month/semester.

21. Realizing Importance of Self-Care

22. feeling overwhelmed, 23. feeling lost, 24. friends and family asking you medical questions, 25. using medical terminology in daily conversation, 26. life-long friendships, what to expect in your first year of nursing school, 1. nursing school orientation, 2. first day of clinical, 3. first semester of nursing school, 4. first year of nursing school, 5. first year of nursing school exams, my final thoughts.

Nursing: Personal Expectations and Academic Experiences Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Students are inclined to set some goals and develop some expectations in relation to their next semester at college. This statement can be discussed as relevant for freshmen, sophomores and for third year students. However, the year of study at college is significant because many expectations are based on the previous experiences. This semester at college can be considered as challenging for me because many expectations were not met, and the academic experiences, obtained knowledge, and developed skills made me change my vision of the future career and rethink the professional goals.

From this point, the semester at college helped me realize my real desires and professional intentions, and the complex of such factors as my initial expectations, the real academic experiences, challenges, and successes can be discussed as significant for forming my background and observing me at the present stage of my professional growth.

I have chosen Nursing as my major because I am inclined to work with people and assist them in the problematic situations. Thus, the career of a nurse was also discussed as a challenging occupation associated with a lot of stresses. However, I was ready to face these challenges and overcome the everyday psychological tension in order to help people and provide them with some hope.

Today, I can state that the factor of interpersonal communications and interactions in relation to the nursing career was rather overestimated by me. I have some practical experience because I was a volunteer in my family doctor’s clinic. My duties were based on communicating with the patients by phone and creating the comfortable conditions for those patients who were waiting for seeing the doctor. I enjoyed my duties, and I could discuss my experience as positive.

My initial expectations from this semester and my study were based on the idea of the nursing career’s social significance. Nevertheless, I did not pay much attention to the fact that Nursing is studied at the fringe of Social and Biological Sciences. I was ready to overcome any issues connected with the Social Sciences, but Biological Sciences became the real challenge for me.

The problem is in the fact that Nursing is the complex subject in which the biological fundaments can be discussed as even more significant comparing with the social and ethical aspects because Biological Sciences are the frame of nursing, and Social Sciences are its constituents. Thus, my initial expectations were not met, but I realized the fact that it was important for me to follow the social direction in my studies and improve my knowledge in this sphere.

Although there were a lot of challenges and obstacles during the semester, I prefer to find positive moments in any experience because it is always possible to learn some new and important information or develop some skills. Thus, I received the opportunities to develop my critical thinking skills and critical thinking habits during the semester, and I also improved my abilities in academic writing. In spite of the fact there were many academic obstacles associated with my lack of knowledge in some aspects of Biological Sciences, I was inclined to find many possibilities to improve my knowledge and form the definite positive experience.

The development of such critical thinking skills as information seeking and analyzing helped me improve my knowledge and work with different types of sources. If I do not know some facts I know how to find the most credible information on the topic and solve the problematic issue with the help of analyzing the controversial points. Moreover, a good nurse should make reasonable conclusions while regulating the problematic situations that is why logic reasoning is also important (Rubenfeld & Scheffer, 2010, p. 314). These skills were developed while working with the primary and secondary sources of information accessed with the help of online databases or taken from the library and while participating in the seminar discussions and debates.

Examining a lot of information about the realities of nurses’ work, I paid attention to the fact that good nurses should always predict the possible consequences of their actions in order to avoid any problematic situations. We spent much time discussing the particular features of planning the actions according to the definite objective. It is important to focus on a lot of different aspects because the nurse’s activities are based on many general and specific principles and rules along with following the certain ethical standards. While conducting the required researches and working out the academic papers, I also developed such critical thinking habit as inquisitiveness (Rubenfeld & Scheffer, 2010, p. 312).

It is typical for me to find more information about the object or idea in which I am interested. Moreover, I am ready to ask questions. I made the significant discovery, and it influenced my experience and attitude to it because it depends on the importance of questions. Those people who have more experience and who are real professionals in their sphere can provide a person with a lot of significant information while being asked.

During the semester, I have experienced many positive moments and improved my skills and knowledge in different spheres, but definite obstacles were also overcome. These experiences helped me rethink my future career and professional goals. I can state that I tried to realize and achieve all the aims set before starting my study. Thus, I used every opportunity to learn and develop and paid much attention not only to the professional growth but also to the personal development. That is why, I focused on working out my effective schedule and concentrated on the time management.

The only problem was in the fact that in spite of the time spent for preparing for Biological Sciences, I could not achieve the positive academic results in this field. This situation made me look at my future career and professional goals from the other perspective. I understand that good nurses cannot have incomplete knowledge in Biological Sciences, and my successes in the Social Studies are not the adequate alternative.

Nevertheless, I can continue my study and improve my knowledge in the other sphere which is close to nursing in relation to the social aspect, but which does not depend on Biological Sciences. It is important for me to develop the career which can be discussed as socially significant. I hope that my profession will be based on assisting people because I believe that each person’s activities should be useful for the society.

The results of the first semester influenced significantly my plans for the year because I had to rethink my professional goals. It is impossible to state that I have chosen my career without paying attention to such details as the necessity to study a lot of disciplines which are new for me or can be discussed as rather difficult, but the reality always differs from the person’s expectations. That is why, I discuss all my experiences as the opportunity to think more about my choice. I am sure that almost each person’s college activities are associated with definite obstacles and challenges which made them pay attention to more details and take more facts into consideration.

It is necessary to determine several key results of the semester which are important for me from the professional perspective and from the point of the personal development. Thus, I developed my vision of the career of a nurse, made some conclusions about its advantages and challenges, received the opportunity to examine the aspects of the career in relation to my personality and abilities, improved my critical thinking skills, and developed my critical thinking habits during this semester.

Furthermore, my confidence in my abilities to overcome the problematic situations grew. In spite of the fact the semester was not easy for me, I know that I can cope with many difficulties and resolve many controversial questions. The necessity to face challenges makes people stronger. Moreover, I developed many important qualities which are necessary for nurses and can be discussed as important and helpful for everyone. They are the ability to adapt to situations and decision-making skills. That is why, my experiences during the semester can be discussed as rather good from the point of their practical character.

Rubenfeld, G. & Scheffer, K. (2010). Critical thinking tactics for nurses: Achieving the IOM competencies . USA: Jones & Bartlett Publishers.

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10 Tips on Writing a Nursing School Admission Essay

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Your essay is a crucial part of your application, as it allows the admissions committee to learn more about you, your passion for nursing, and your goals.

In this article, I’ll share some of my best tips on writing a standout nursing school admission essay.

Tips for Writing a Nursing School Admission Essay

1. understand the prompt.

Before you start writing, make sure you understand the essay prompt or question. Take the time to read and analyze it carefully to know exactly what the admissions committee is looking for in your essay.

The prompt may ask you to discuss your reasons for choosing nursing as a career. It may ask you about your experiences and accomplishments that have prepared you for nursing school. Maybe your future goals as a nurse.

To fully grasp the prompt, break it down into smaller components and consider each part separately.

For example, if the prompt asks you to describe a challenging situation you’ve faced and how you overcame it, think about what the admissions committee wants to learn about you through this question.

They might be interested in your problem-solving skills, your resilience, or your ability to learn from difficult experiences. Understanding the underlying purpose of the prompt will help you craft a more focused and relevant response.

Additionally, research the nursing school you’re applying to, as this can provide valuable context for your essay. Learn about the school’s mission, values, and the qualities they seek in their students.

This information can help you tailor your essay to align with the nursing program’s expectations and showcase your fit for the school.

2. Plan and outline your essay

Creating an outline for your essay is a crucial step in writing. Organizing your thoughts and ideas into a logical structure helps ensure your essay flows smoothly and stays focused on the main topic.

An outline can also save you time and prevent writer’s block by giving you a roadmap to follow as you write your essay.

Start by brainstorming the main points you want to cover in your essay. Think about how these points relate to the prompt and how they support your overall message. Once you have a list of ideas, prioritize them based on their importance and relevance to the prompt.

Next, organize your ideas into a logical order. An essay typically has an introduction, body paragraphs, and a conclusion.

In the introduction, you’ll want to capture the reader’s attention and introduce your main point or thesis statement.

The body paragraphs will expand on your main point, providing evidence and examples to support your argument.

Finally, the conclusion will summarize your main points and provide a closing thought.

Create a subheading or bullet point for each body paragraph in your outline.

Underneath each subheading, jot down a few notes or key phrases you’ll expand upon in the paragraph.

This will give you a clear structure to follow as you write, ensuring that each paragraph stays focused on a single topic and contributes to your overall message.

Remember that your outline is a flexible tool. As you write, you may need to adjust your outline to better fit your ideas or to more effectively address the essay prompt.

Don’t be afraid to revise your outline as needed to create the strongest essay possible.

3. Start with a strong introduction

Your introduction should grab the reader’s attention and set the tone for the rest of your essay.

It’s essential to make a strong first impression, as the introduction will shape the reader’s perception of your essay and determine whether they continue reading with interest or not.

To create a captivating introduction, consider starting with a compelling anecdote, a thought-provoking question, or a powerful statement that relates to your main point or thesis.

This “hook” should engage your audience and make them want to read more.

For example, you might share a personal story about a meaningful experience that inspired your passion for nursing or ask a question that challenges common misconceptions about the nursing profession.

Once you’ve captured the reader’s attention, provide some context for your essay and introduce your main point or thesis statement.

This statement should clearly and concisely convey the central idea you’ll explore throughout your essay.

It serves as a roadmap for your reader, guiding them through the main points you’ll cover in your essay and helping them understand your overall argument.

4. Be authentic

When writing your nursing school admission essay, your storytelling must be authentic and genuine. The admissions committee wants to learn about the real you, not just a polished, idealized version of yourself.

Being honest about your experiences, goals, and aspirations will create a more compelling and memorable essay that stands out from the competition.

Don’t be afraid to be vulnerable ( within reason, of course ) and share your personal story, including any challenges or obstacles you’ve faced along the way.

This can demonstrate your resilience, perseverance, and growth as an individual. Remember that nobody’s perfect, and the admissions committee isn’t expecting you to be either.

They want to see your passion for nursing and your commitment to overcoming adversity in pursuit of your goals.

Also, avoid using cliches or generic statements that could apply to any nursing school applicant. Instead, focus on what makes you unique and why you’re an excellent fit for the nursing program you’re applying to.

This might include your background, personal experiences, specific nursing interests, or long-term career aspirations.

5. Show, don’t tell

One of the most effective ways to make your essay engaging and memorable is to use descriptive language and vivid examples to illustrate your points.

This technique, known as “showing, not telling,” allows the reader to visualize your experiences and emotions, making your essay more compelling and personal.

For example, instead of simply stating that you’re compassionate and empathetic, show the reader how you’ve demonstrated these qualities in your life.

You might describe a specific situation where you provided emotional support to a friend going through a difficult time or volunteered at a nursing home, connecting with residents on a personal level.

When using examples, be specific and focus on the details that will help the reader understand and relate to your experiences.

This will not only make your essay more engaging but also provide evidence that supports your claims about your personal qualities and experiences.

6. Stay focused

It’s essential to keep your essay focused on the prompt and avoid going off on unrelated tangents.

Including irrelevant information or anecdotes can distract the reader and weaken your overall message.

To maintain focus, continually refer back to the essay prompt as you write and ensure that each paragraph contributes to your main point or thesis statement.

When writing your essay, resist the temptation to include every detail about your life or accomplishments.

Instead, select the most relevant and impactful experiences that directly relates to the prompt and showcase your suitability for the nursing program.

By staying focused and concise, you’ll demonstrate your ability to communicate effectively, a crucial skill for nursing professionals.

7. Be concise

Adhering to the word limit for your essay and being concise in your writing are important aspects of crafting a strong nursing school admission essay.

Admissions committees review many essays, so keeping yours clear, focused, and easy to read is essential.

To be concise, focus on presenting your ideas and experiences clearly and straightforwardly.

Avoid using overly complex language, jargon, or unnecessary filler words. Instead, choose words and phrases that accurately convey your message without being overly verbose.

When editing your essay, look for areas where you can eliminate repetition or condense your ideas without losing the overall meaning.

This may involve rephrasing sentences, removing redundant words, or combining ideas into a single, cohesive statement.

Being concise will make it easier for the admissions committee to understand and appreciate your essay, increasing your chances of making a positive impression.

8. Edit and proofread

Carefully editing and proofreading your essay is essential to making a strong impression on the admissions committee.

A polished, well-written essay demonstrates your attention to detail and commitment to excellence.

First, take a break after completing your initial draft to give yourself some distance from your work. This will make it easier to approach your essay with fresh eyes and a more objective perspective.

When you’re ready to begin editing, read your essay out loud to yourself or have someone else read it to you. This can help you identify awkward phrasing, unclear sentences, and areas that need improvement.

As you edit, focus on your essay’s overall structure, coherence, and flow.

Make sure your paragraphs transition smoothly from one idea to the next, and ensure that your evidence and examples effectively support your main points.

Remove any repetitive or irrelevant content, and revise vague or confusing sentences.

Once you’ve made revisions to the content and organization of your essay, proofread it carefully for grammar, punctuation, and spelling errors.

You can use an online grammar checker like Grammarly, but don’t rely solely on these tools.

They can miss errors or suggest incorrect changes, so it’s essential to review your essay carefully yourself or enlist the help of someone with strong writing skills.

9. Get feedback

Seeking feedback on your essay from trusted friends, family members, or mentors can provide valuable insights and suggestions for improvement.

When you’re immersed in the writing process, it’s easy to overlook issues or become attached to certain ideas. Getting an outside perspective can help you identify areas that need clarification or revision.

When you ask for feedback, be specific about the type of input you’re looking for.

For example, you might ask your reviewer to focus on the clarity of your main point, the effectiveness of your examples, or the overall organization of your essay.

Encourage them to provide honest constructive criticism and be open to their suggestions.

Take the time to thoughtfully consider the feedback you receive and decide which suggestions to incorporate into your essay.

10. Give yourself time

Avoid waiting until the last minute to write your essay.

Giving yourself plenty of time to brainstorm, write, edit, and revise will help you submit the best possible essay with your nursing school application.

Rushing through the process can lead to mistakes, missed opportunities, and an essay that doesn’t effectively showcase your passion and potential as a future nurse.

Create a timeline for your essay-writing process that includes deadlines for brainstorming, outlining, writing, revising, and proofreading deadlines.

This will help you stay on track and ensure that you’re dedicating the necessary time and effort to each stage of the writing process.

Additionally, giving yourself ample time allows for breaks, which can help you maintain your focus and motivation as you work on your essay.

Be Successful in Nursing School

Writing a standout nursing school admission essay is a critical step in your journey to becoming a nurse, but it’s not the last step. Once you get in, you’ll want to have the right tools to be successful.

Have You Read These Yet?

• How to Go to Nursing School and Work Full Time
• How to Apply to Nursing School
• How to Become a Nurse Right After High School
• What Math Classes Are Required For Nursing School?

About the Author

Nurse Money Talk is a career and lifestyle blog for nurses and nursing students. Our goal is to help nursing students become nurses and nurses excel in their nurse career and nurse life.

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• Ask Nurse Thomas

Keeping a Positive Outlook: My Clinical Experience as a Student Nurse 

Submitted by Ashley P. Cohen, Student Nurse, Massachusetts College of Pharmacy & Health Sciences School of Nursing, Class of 2011, Boston, MA.

Tags: clinical clinical experience health care nursing students preceptorship student nurse

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An attitude is an important thing. It can shape the way the individual sees an experience and how observers see the individual. An attitude can entirely make or break an experience. This is as true in clinical experiences as it is in life. My experience in my senior year clinical preceptorship was without a doubt unique but I feel its uniqueness was in what I made of it, something every nursing student can do for themselves. If there is one lesson to gain from reading about my experiences it should be that the success of a clinical, whether a preceptorship or group experience, is entirely what the student makes of it.

My first day I walked into the ICU and almost ran right back out, thinking “Get me out of here!” It was a 10 bed unit, the traditional glass ICU room doors, two crash carts at either end of the unit, patient charts seemingly everywhere, precaution carts, glucometers, IV poles and pumps, doctors running into the room at the end of the hall, telemetry monitors beeping and spitting out rhythm strips. Little did I know these sounds and sights would eventually become more calming than frightening. I kept thinking to myself how was I, a student, going to handle a clinical placement on this floor? My last medical surgical clinical had been the previous summer, it was now March, how could I possibly remember the necessary skills to be ok here? What if I forgot the important skills? I had been in the same group of large Boston teaching hospitals for every other clinical experience, now I found myself in a small 95 bed suburban hospital. “A Paper chart… this hospital uses paper charts?” was another of my first impressions. I met with my preceptor, a nurse with 30 years experience. I was intimidated. She let me know that I would work towards covering her patient load, with her supervision of course. I would also be expected to know my dosage calculations and all of my medication facts; she let me know that “robot nursing” was not how we would handle things. Nurses around the floor began to tell me that she had taught many of them and that she was tough but I would learn a lot. To a new student this was reassuring but hearing that she was nicknamed “sarg” only added to my mounting fears of this experience.

On my first day we met at the patient assignment board to receive report from the night shift charge nurse. She methodically went through each of the patients on the board, “Patient presents to emergency department unresponsive…” “Patient intubated and heavily sedated…” “Patient on Cardiezem drip” “Patient in septic shock, treating with Xigris drip.” Hearing this certainly didn’t help my nerves. My first patient was on a ventilator, in congestive heart failure and acute respiratory distress syndrome (ARDS). We went into the room and my preceptor told me to “get started.” I froze. Then, suddenly it came to me, “we always assess first,” and I did my head to toe assessment.  I remembered this from one of my first nursing classes, Health Assessment. “Ok” I thought, “I remember how to do this.” My preceptor let me know I forgot the check pedal pulses. “Darn” I thought, how could I forget something like that? My preceptor reassured me, it was my first time doing a full assessment in a while, and forgetting one thing was “not a big deal.” As the day went on she allowed me to complete more and more tasks. We went to get 8 am medications; she quizzed me on each of them. By 11 am I was deep suctioning my patient on the ventilator. I was learning ventilator settings, what was PEEP, PIP, Ftot, Fi02, VT, VE, and what the numbers that went along with each meant physiologically. I also began to learn what each of these numbers meant for my patient’s health. Little did I know that five days later I would be extubating this patient as his family moved him to comfort care only. Little did I know that later that same day I would be performing the post mortem care on this patient. I learned quickly that I would need to adjust to the pace of the ICU, as I had to adjust to every other floor I was on for clinical. Each floor has its own pace, its own rhythm, and as a student we must become a part of the flow, not obstruct it or try to work against it.

Another patient I had during my experience was a woman with COPD who was in end stage heart failure. She was another ventilated patient, slowly I was becoming really good with these ventilators. I wasn’t messing up on my head to toe assessments. I could fill out those seemingly silly paper charts. I was figuring out where to find things in the supply room. After a another few days my patient was able to be extubated. As she began to gain consciousness a lively 70 year old woman came from someone who had been a living version of my anatomy book on the bed. She would eventually tell the nurse and me that she wanted to be moved to comfort measures only and hospice home care. She let the nurse and I know that she wanted to go home to smoke and drink her vodka until she passed away in peace. I learned that we don’t always like our patient’s decisions, but we must respect them.

One of my last patients was a man in severe septic shock; a complication of a prostate biopsy. He had what seemed like ten medications going in IV lines at any given time, not including all of the fluids they were piggybacked off of. He had two peripheral IV sites as well as a right internal jugular central line for his infusions. A problem came up however; he wasn’t putting out any urine. At one point his input was somewhere around 1600ml to a 15ml output, his output became a huge cause for concern, someone being fluid resuscitated and not putting out urine, I began to wonder about his kidney function. Another part of my education I began to appreciate, all of my classes were coming together, I was thinking systematically. I watched as a team of nurses and doctors tried to save this man’s life. We ran blood cultures times what seemed like a million, a urinalysis, ultrasounds of the heart and kidneys, EKGs, CPK/Troponin levels, serum blood levels, and electrolyte levels among other things. Then I began to hear my preceptor say “start the bicarb in the distal port” “what is his output?” “let’s get him on the cooling blanket” “get a set of vitals,” I was being actively involved in this critical patient’s care. Although I was petrified I kept a positive and open attitude. I thought, “I can do this, I have been here for four weeks, I know how to do this.” I was practicing skills I had learned back in my old, at the time outdated, basement nursing lab. These skills I thought were long lost somewhere in my memory were coming back to me, just as the cliché says, like riding a bike.  As unprepared as I had felt going into this clinical experience I slowly began to realize that I was prepared and I did know what I was doing.

Knowing what I was doing surprised me. How could a few labs and clinical placements on an orthopedic floor, a labor and delivery floor, a detox unit, and a general psych floor help me be prepared for the acuity of patients on an ICU? I couldn’t believe it. Every single clinical experience, every single lab, and every single clinical simulation helped. The smallest skills I learned in clinical and lab, those skills that seemed so easy that I wondered if the professors were questioning my mental capacity, became the skills I used on a regular basis, the ones that made the biggest difference in my practice. You think making a bed is so easy? Try doing it with a six foot, five inch man who weighs 250lbs and getting the sheets straight because he’s sedated and you don’t want to risk skin breakdown. You think oral care is a joke to be learning about in lab? Tell that to the patient with oral candidiasis who wants nothing more than a swab to keep his mouth comfortable. These little things make an enormous difference to even the most complex patients. Again, the attitude in learning these skills should be a positive one. You want to provide your patients with the best care possible, in order to this you must start by practicing the best possible skills in clinical, lab, and preceptorships. Every day in clinical presents a new challenge, you will come upon things you didn’t even know you were afraid to do, but with the help and guidance of a preceptor or clinical instructor, you will get through the experience and be better for it. You should seek out these challenges, and do what scares you. If it scares you now imagine what the feeling would be when you have that “RN” or “LPN” at the end of your name, those little letters making you responsible for your patient’s care. As students we need to advocate for ourselves, gaining as many experiences as possible before we graduate and are on our own. Expose yourself to as much as possible. If a nurse down the hall has a patient getting a procedure done, ask to watch. If another nurse’s patient needs a dressing change, ask to do it! Be determined, remember to wake up thinking “I get to practice for my career today,” don’t go in with the “ugh, I’m tired, why do I have to be here” attitude. Remember that your education is your choice. Nobody will force you to attend clinical, sure there are consequences for not going, but ultimately the decision to be in school and to attend clinical is the student’s.

We all get tired, we all have challenges outside of school, but with a positive attitude about learning and a little determination to succeed we can all get through any clinical experience, learn a great deal from it, and enjoy the learning. I can’t say it enough; any clinical experience will be what you make of it. Two students in the same clinical group can have incredibly different experiences if one goes in positively and the other negatively. Nurses will notice who the students are that want to learn, they will seek you out to teach you if they think you want to be taught. There will always be the one intimidating, scary, or “grumpy” nurse on the floor. From my experiences I have learned that they usually can be won over if you show them that you are a serious student, there to learn from them, not to judge the way they practice. If nurses notice that you are just stuck on autopilot, doing only what is absolutely required of you in clinical, they won’t have an interest in teaching you, and why should they?

They say life is what you make of it, well, it is my opinion that the same is true for clinical and preceptorship experiences.  The more you as a student advocate for yourself, the more experiences you gain exposure to, the better nurse you will be. You will be more prepared for your eventual practice and feel more comfortable joining the professional world. Remember that you are more prepared for clinical than you think. You will make mistakes, we all do, nurses with years of experience still make mistakes. The important thing to do is look at your mistakes, learn from them, and move forward. Keep a positive attitude and realize that you are learning. Never be afraid to try a skill again just because you made a mistake, you should in fact force yourself into this experience again, so that you know you can do it. It would be hard to find a nurse who didn’t miss trying to insert a catheter, but with practice we all become comfortable with it. You didn’t stop trying to walk after your first fall, did you? Skills will come with time and practice. You will be scared; there will be days you want to quit. There will be days you will question if nursing is for you. Over time these days will become few and far between, and you will feel the rewards of nursing. A patient’s thanks and appreciation will make all the hard work worth it. In regards to mistakes, my preceptor had this to say for all students, “It’s the learning curve, none of us (nurses) are expecting you to be perfect, we’re just expecting that you try your hardest and show us you want this.” So remember, we’re students, not super heroes, we won’t be perfect, but with a positive attitude, we can make any experience a great and rewarding one.

Career Opportunities

More Like This

Writing Tips for Nursing School Students

• Nursing School Writing Types
• Writing a Nursing Essay
• Citations Guide
• Common Writing Mistakes
• Writing Resources

Are you ready to earn your online nursing degree?

Writing is an essential skill nurses should achieve proficiency in early in their career. It is a crucial part of the profession, as nurses need to be able to effectively communicate with patients, families, and other healthcare professionals.

While verbal communication also plays a vital role in nursing, being able to write well builds the nurse’s ability to provide better care.

Being able to accurately detail a patient’s personal history, symptoms, and diagnosis allows for the execution of a precise treatment plan that is clearly communicated to all parties involved, both professional and personal.

From registered nurses to clinical nurses and beyond, being able to communicate effectively and efficiently is a critical soft skill that will help nurses in any role increase their ability to treat their patients.

This guide provides an overview of the types of writing nurses will experience throughout their educational training. Utilize the following tips and tricks to help strengthen your writing skills, which will ultimately help in the development of transferable career skills .

Types of Writing Nurses Will Do in School

Personal statements for nursing school.

Nursing schools want candidates who meet academic and professional requirements. They also want a candidate who demonstrates a sincere passion for patient care and individual connections. You should always craft a personal statement, even when the application doesn’t explicitly require one. Personal statements allow you to describe your goals, characteristics, credentials, volunteer work, and meaningful life experiences. A well-crafted essay can help you stand out among other qualified applicants. And, as with any piece of writing, you must take the time to revise.

In your personal statement, you should portray yourself as determined and empathetic, with characteristics, goals, work ethic, and healthcare philosophy that align with a program’s values. Some nursing schools ask for a general personal statement, while others require a specific prompt. Colleges commonly ask students to describe a hardship they overcame, a difficult task they accomplished, or a professional goal they hope to achieve through the program. Many schools also ask students to detail previous experiences in healthcare. You may decide to write about how you connect with patients or how you provide practical and emotional support to loved ones.

You will also encounter writing prompts during examinations, including standardized tests like the GRE or MCAT, nursing school entrance exams , and course-specific evaluations. You may also take exams to get state licensure or professional certification. In most of these instances, you will need to write one or several long-form essays. Proper planning is key. Though you won’t know what specific prompt the test will require, you can expect certain common topics. You can search online or use study guides to determine which prompts usually appear on each test.

On test day, you should begin by creating an outline that lists three main points in response to the prompt. Using these points, work backwards to write a central thesis to guide the essay’s structure. Review what you’ve written to ensure that the essay actually responds to the prompt at hand. Be sure to leave time to correct spelling, grammar, and stylistic errors.

Research Papers

Like essays, research papers follow a long-form structure. Unlike an essay, which heavily relies on the writer’s point of view, a research paper presents an in-depth investigation of a topic using data, expert opinions, and insights. While an essay evaluates general critical thinking and writing skills, a research paper tests your knowledge, research skills, and original contributions. Research papers also allow you to prove you understand what has been argued and discovered about a topic. Research papers, especially at the graduate and doctoral levels, require independent research and analyses. These papers sometimes take months or years to complete.

To write a successful research paper, you should pick a topic relevant to your interests and the nursing field. Possibilities include elderly care challenges, patient safety and ethics, mental health treatment and regulations in the U.S., and nursing shortages and possible solutions. Whatever your choice, you must plan accordingly. Advanced papers such as dissertations may require funding or help from professors. Research papers often consist of the following sections: abstract, introduction, literature review, methods, results, discussion, conclusion, and references. You should keep this general structure in mind as you prepare notes and outlines.

How Do You Write a Nursing Essay?

In nursing school, essay writing includes academic papers, personal narratives, and professional compositions. You should become familiar with each of the five major forms below. There are many similarities between these essay types, such as an overarching thesis and a supportive, logical structure. You should support claims with factual, statistical, anecdotal, and rhetorical evidence. However, each form requires distinct skills to achieve specific results.

Comparative

Cause and effect, citations guide for nursing students.

Citations allow readers to know where information came from. By citing sources, you avoid plagiarizing or stealing another person’s ideas, research, language, and analyses. Whether intentional or unintentional, plagiarism is one of the most egregious errors one can make. Consequences for plagiarism include automatic course failure, disciplinary actions from the university, and even legal repercussions. You should take special care to ensure you properly cite sources.

Which Style Should Nursing Students Use?

Because nurses rely on scientific terms and information, professionals in the field usually use APA style. Regardless of the purpose and specific genre of your text, you should always strive for concise, objective, and evidenced-based writing. You can expect to learn APA style as soon as you enroll in a major course. However, you should also prepare to learn other styles as part of your academic training. For example, freshman composition classes tend to focus on MLA guidelines.

Common Writing Mistakes Students Make

Active vs. passive voice.

Active and passive voice represent two different ways to present the same piece of information. Active voice focuses on the subject performing an action. For example, the dog bites the boy. This format creates clear, concise, and engaging writing. Using active voice, nurses might write, I administered patient care at 11:00. Passive voice, on the other hand, focuses on the object of the sentence or the action being performed. For example, the boy was bitten by the dog. A passive sentence is usually one that contains the verb “to be.” Using passive voice, you might write, patient care was administered at 11:00.

Professionals in the sciences often use passive voice in their writing to create an objective tone and authorial distance. Passive voice can prioritize specific terms, actions, evidence, or research over the writer’s presence. Additionally, nurses use passive voice because it is usually clear that the reported thoughts, actions, and opinions come from them. However, you must also learn how to use active voice.

Punctuation

There are 14 punctuation marks in the English language, each with multiple and sometimes overlapping uses. Additionally, certain punctuation marks only make sense in highly specific and nuanced grammatical instances. To master punctuation, you must learn through practice, particularly by revising your own writing.

For example, colons and semicolons are often used interchangeably, when they actually serve distinct purposes. Generally used before itemized lists, colons stand in for the phrases “here is what I mean” or “that is to say.” For example, I am bringing three things to the picnic: applesauce, napkins, and lemonade. Semicolons separate two independent clauses connected through topic or meaning. For example, It was below zero; Ricardo wondered if he would freeze to death. Comma splices, which create run on sentences, are another common mistake. You can identify a comma splice by learning the differences between an independent and dependent clause.

Grammar refers to the rules of a particular language system. Grammar determines how users can structure words and form sentences with coherent meaning. Aspects include syntax (the arrangement of words to convey their mutual relations in a sentence) and semantics (how individual words and word groups are understood). Unless you major in writing, literature, etymology, or another related field, you generally won’t examine English grammar deeply. Through years of cognitive development and practice, native users implicitly understand how to effectively employ the language.

Distinct grammatical systems exist for each language and, sometimes, even within a single language. For example, African American Vernacular English uses different syntactic rules than General American English. You should learn grammatical terms and definitions. Common errors include subject/verb agreement, sentence fragments, dangling modifiers, and vague or incorrect pronoun usage. Hasty writers can also misuse phonetically similar words (your/you’re, its/it’s, and there/their/they’re).

Writing Resources for Nursing Students

Apa style central, reviewed by:.

Shrilekha Deshaies, MSN, RN

Shri Deshaies is a nurse educator with over 20 years of experience teaching in hospital, nursing school, and community settings. Deshaies’ clinical area of expertise is critical care nursing and she is a certified critical care nurse. She has worked in various surgical ICUs throughout her career, including cardiovascular, trauma, and neurosurgery.

Shri Deshaies is a paid member of our Healthcare Review Partner Network. Learn more about our review partners here .

Page last reviewed November 30, 2021

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Undergraduate nursing students' course expectations, actual experiences, and associated satisfaction levels: A mixed methods survey

Affiliations.

• 1 School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Albury, NSW, Australia.
• 2 School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, School of Community Health, Albury, NSW, Australia.
• 3 Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Dubbo, NSW, Australia.
• PMID: 34840538
• PMCID: PMC8611498
• DOI: 10.1016/j.teln.2021.10.005

Background: Student satisfaction is related to experiences and expectations. It is challenging for educational administrators to deliver quality experiences without student expectation insight. Without this insight, student satisfaction is at risk.

Aim: This study aims to develop a better understanding of the gaps that exist between student expectations and student experiences in a nursing program to inform and potentially improve student satisfaction in undergraduate nursing programs.

Methods: This research was a mixed methods survey undertaken at an Australian regional university. A total of 82 nursing students completed the survey, which contained open and closed questions addressing various domains of course experience. The questions were mostly categorical (respondents selected from predetermined ordinal options), with opportunities to elaborate on some questions.

Findings: The survey responses showed that flexibility in subject requirements, the helpfulness of academic/teaching staff (lecturers and tutors), and clarity of teacher communications correlated strongly with satisfaction in those respective areas. Expectation-experience discrepancy correlated strongly with satisfaction in these areas: support to navigate university systems, the timing of subject availability, the helpfulness of academic staff, and timetable suitability. The strongest predictor of students' overall satisfaction with their course was the extent to which they felt "supported to navigate university systems."

Conclusion: The findings indicate that a better understanding of student course expectations can lead to better student satisfaction and, as such, educational administrators should work to innovate methods to discover and address student expectations.

Keywords: Expectations; Nursing; Regional university; Satisfaction; Undergraduate.

Crown Copyright © 2021 Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. All rights reserved.

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Conflict of interest statement

1. The article has not received prior publication and is not under consideration for publication elsewhere 2. All authors have seen and approved the manuscript being submitted 3. We (the authors) abide by the copyright terms and conditions of Elsevier and the Australian College of Nursing The authors of this paper do not have competing priorities or interests.

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Nursing Essay Examples

Nursing Essay Examples That Will Help You Write a Stellar Paper

Published on: May 6, 2023

Last updated on: Jan 29, 2024

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Many nursing students struggle with writing effective nursing essays, which are an essential part of their education and professional development.

Poor essay writing skills can lead to low grades and an inability to effectively communicate important information.

This blog provides a comprehensive guide to writing nursing essays with examples and tips for effective writing. Whether you are a nursing student or a professional looking to improve your writing skills, this blog has something for you. 

By following the tips and examples provided, you can write compelling nursing essays that showcase your dedication to the field.

Let’s get started.

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What is a Nursing Essay?

A nursing essay is a type of academic writing that aims to explore a particular topic related to nursing. It also presents a clear and concise argument or viewpoint supported by evidence. 

Nursing essays can take many forms, including:

• Descriptive essays
• Reflective essays
• Analytical essays
• Persuasive essays

What is the Importance of the Nursing Essay?

Nursing essays are important for several reasons. First, they help nursing students develop critical thinking skills by requiring them to analyze and evaluate information.

Second, they help students develop research skills by requiring them to locate and use credible sources to support their arguments. 

Third, nursing essays help students develop communication skills by requiring them to present their ideas clearly and concisely in writing. Finally, nursing essays are important for nursing education because they prepare students for the types of writing.

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To help students better understand how to write nursing essays, it can be helpful to review examples.

Below are some examples of nursing essays.

Nursing School Essay Examples

College Nursing Essay Examples

Graduate Nursing Essay Examples

Nursing Scholarship Essay Examples

Nursing Essay Conclusion Examples

Nursing Essay Examples of Different Fields

Nursing is a diverse field with many different specialties and areas of focus. As a result, nursing essays can take many different forms and cover a wide range of topics. 

Given below are some examples of different types of nursing essays:

Personal Philosophy Of Nursing - Essay Examples

Cal State Fullerton Nursing Essay Examples

Evidence Based Practice Nursing In Medical Field - Essay Examples

Leadership In Nursing And Healthcare Professionals - Essay Examples

Principles Of Professional Practice Of Nursing Professionals And Pharmacists

If you're seeking additional examples of nursing essays, you're in luck! 

Below are some more examples that can help you gain a better understanding of nursing essays:

Health Care And Reflective Models For Nursing - Essay Examples

History Of Nursing Essay Examples

Ethical Dilemma In Nurses Work - Essay Examples

Mental Health Nursing Essay Examples

Why I Want To Be A Nurse Essay

Working In A Team And Collaboration In Nursing

How to Write a Nursing Essay

Writing a nursing essay can seem daunting, but with the right approach, it can be a rewarding experience.

Here are the key steps involved in writing a nursing essay:

Understanding the Topic and Question

The first step in writing a nursing essay is to carefully read and understand the topic and question. 

This will help you determine what information you need to research and include in your essay. Make sure you understand any key terms or concepts related to the topic. Consider different perspectives or viewpoints that may be relevant.

Researching the Topic

Once you have a clear understanding of the topic and question, it's time to research. 

Start by gathering information from credible sources such as academic journals, textbooks, and government websites. 

Consider both primary and secondary sources, and make sure to take detailed notes as you read.

Organizing and Outlining the Essay

Once you have completed your research, it's time to organize your ideas and create an outline for your essay. 

Start by identifying the main points or arguments you want to make, and then organize them into a logical order that flows well. 

Your outline should include an introduction, body paragraphs, and a conclusion.

Writing the Essay

With your outline in place, it's time to start writing your essay. Make sure to follow your outline closely, and use clear and concise language that effectively communicates your ideas. 

Use evidence from your research to support your arguments, and cite your sources appropriately.

Editing and Revising the Essay

Once you have completed a first draft of your essay, take some time to edit and revise it. Look for any errors in grammar, spelling, or punctuation, and make sure your essay is well-organized and flows well. 

Consider asking a peer or instructor to review your essay and provide feedback.

What To Include In Your Nursing Essay

When writing a nursing essay, there are several key elements that you should include. Here are some important things to keep in mind:

• Introduction

Your introduction should provide a brief overview of the topic and purpose of your essay. It should also include a clear thesis statement that presents your main argument or point of view.

• Background Information

Provide some background information on the topic to help the reader better understand the context of your essay. This can include relevant statistics, historical information, or other contextual details.

• Evidence and Examples

Use evidence and examples from your research to support your arguments and demonstrate your knowledge of the topic. Make sure to cite your sources appropriately and use a variety of sources to strengthen your argument.

• Analysis and Evaluation

Provide analysis and evaluation of the evidence and examples you've presented. This can include discussing strengths and weaknesses, comparing and contrasting different viewpoints, or offering your own perspective on the topic.

Your conclusion should summarize the main points of your essay and restate your thesis statement. It should also offer some final thoughts or suggestions for further research or action.

Nursing Essay Topic Ideas

Choosing a topic for your nursing essay can be challenging, but there are many areas in the field that you can explore. Here are some nursing essay topic ideas to consider:

• The role of technology in nursing practice
• The impact of cultural diversity on healthcare delivery
• Nursing leadership and management in healthcare organizations
• Ethical issues in nursing practice
• The importance of patient-centered care in nursing practice
• The impact of evidence-based practice on nursing care
• The role of nursing in promoting public health
• Nursing education and the importance of lifelong learning
• The impact of nursing shortages on healthcare delivery
• The importance of communication in nursing practice

These are just a few ideas to get you started. You can also explore other topics related to nursing that interest you or align with your academic or professional goals. 

Remember to choose a topic that is relevant, interesting, and feasible to research and write about.

Tips for Writing an Effective Nursing Essay

Writing a successful nursing essay requires careful planning, research, and attention to detail. Here are some tips to help you write an effective nursing essay:

• Writing Concisely and Clearly

Nursing essays should be written in clear and concise language, avoiding unnecessary jargon or technical terms. Use simple language and short sentences to help ensure that your ideas are communicated clearly and effectively.

• Stating a Clear Thesis Statement

Your thesis statement should clearly state your main argument and provide a roadmap for the rest of your essay. It should be clear, concise, and located at the end of your introduction.

• Using Proper Citation and Referencing

Citing and referencing your sources is crucial in any academic writing, including nursing essays. Make sure to use proper citation and referencing styles, such as APA or MLA. Include a reference list or bibliography at the end of your essay.

• Seeking Feedback and Revising

Before submitting your nursing essay, seek feedback from peers, professors, or writing tutors. Use their feedback to revise and improve your essay. Make sure that it is well-structured, coherent, and effectively communicates your point of view.

By following these tips, you can write a nursing essay that demonstrates your knowledge and skills in the field.

In conclusion, writing a successful nursing essay requires careful planning, research, and attention to detail. 

To showcase your knowledge in the field of nursing, it is important to have a clear understanding of the topic at hand. When writing your nursing essay, be sure to include relevant examples, incorporate current research, and use proper citation and referencing. 

And remember , seeking feedback and revising your essay is key to ensuring that it effectively communicates your ideas and arguments.

If you need help with your nursing essay or any other type of academic writing, consider using our AI essay writer . 

Our nursing essay writing service can provide personalized support to help you succeed in your academic goals.

So, why wait? Contact us to get college essay writing help today! 

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‘The challenges facing nurse education must be tackled’

STEVE FORD, EDITOR

• You are here: Students

What to expect from a course in nursing

06 February, 2012 By Fran Entwistle

Starting your nursing course doesn’t have to be a step into the unknown

Becoming a nurse is a lot of work but the training available gives you hands-on experience to make you as prepared as possible to start your career.

Nurse training is provided by universities. Students typically spend half of their time in university studying the academic side of nursing and half of their time in placements learning practical aspects of nursing. This makes a nursing degree unique to other university-based degree courses as so much of your time is spent experiencing the job first-hand.

Practical placements

Student nurses tend to find going on placement the most exciting part of their course – after all this where you get to see what the job is really like.

You will be assigned placements in a variety of settings throughout your course. The aim of these is to give you insight in to all different types of nursing.  On qualifying, you should then have some idea which area of nursing you want to work in.

It’s important to keep in mind that you will learn something from all your placements and to always be open-minded.

Placements can be anywhere from 5 to 10 weeks or longer. Whilst on placement you will be required to engage in nursing duties as well as to observe procedures in order to build your skills and knowledge. You will be expected to act in a professional manner and to engage with the rest of the team to get the most out of your time with them.

On each placement, students are assigned a “nurse mentor” who will be responsible for making sure you achieve all your learning outcomes. This person will be a qualified nurse who has completed a mentorship course. They will also be the person who assesses you on placement. You will spend one-on-one time with your mentor at regularly intervals and your shifts should be the same as theirs where possible.

Academic work

At various points during your course you will be assigned essays to complete. Learning how to write an essay is a skill that takes time and practice to learn. Your tutors will offer you support and guidance and you can also look at our student study section for help and advice.

It is important to plan your time when you are doing your course. You will have plenty of work to do for university as well as your placements and need to find time to do things you enjoy.

Assessments

Nurses are highly trained professionals so there is a lot of information you will be taught on your course.

The assessment of this knowledge varies between courses. All courses require you to complete a “practice placement document” whilst on placement. This comprises of a set of learning outcomes that you must achieve whilst there, you and your mentor will sign each as you achieve them. You mentor will then sign your paperwork at the end of the placement to show that you have passed the placement.

In order to assess what you have learnt in university, you will also be required to complete essays, exams and presentations. Different universities offer courses with varying amounts of each. You will also need to complete smaller assignments for seminars and read around the subjects you are studying in your own time.

You will get out of your course what you are prepared to put in to it. It will be hard work at times but will fly by so take advantage of every opportunity. You will be graduating before you know it.

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Nursing Demands and Expectations: What Will Your Role as a Nurse be Like?

Not many people are lucky enough to feel a direct calling towards a certain path, like nurses. If you have an interest in healthcare and a profound desire to help the people around you, a future as a RN might be the right choice for you . If you’re thinking about becoming a nurse you might be wondering what your role and responsibilities will be like.

What is it like to be a Nurse?

Although working as a nurse may vary due to a variety of factors, here are some things that you should know about being a nurse:

Nurses find their work meaningful and fulfilling: Lots of nurses wake up every day knowing that they are going to make a difference in people’s lives. According to a recent study, healthcare jobs were ranked very high in terms of meaning .

Nurses can sometimes get stressed: While the work may be physically draining, there’s much more to it. Nurses have several responsibilities. They are expected to provide high-quality care to their patients and also maintain a face of emotional strength. But at the end of the day, many nurses find their work rewarding, because they helped save a life or put a smile on someone’s face on the worst day of their life. 

The work of nurses is very important: Nurses have a tremendous amount of responsibility, and they are expected to juggle the above factors while remaining calm beacons of care, skill, and support.

Preparing for the Job Ahead of You

Determine your future path: The education requirements are related to the type of nursing you want to pursue. As a Registered Nurse, you will be qualified to provide a range of patient care and can focus on specialty areas such as cardiology, neonatology, or neurology.

Choose an educational program: After determining your path, you can then choose the appropriate nursing program. As an aspiring RN, you can earn your ADN (Associates Degree in Nursing) in less than two years at an accredited university. Most educational programs combine classroom teaching with hands-on clinical experience in a healthcare environment and laboratory environment. Some of the core areas of instruction include:

• Microbiology
• Medical/Surgical Nursing
• Pharmacology
• Anatomy and Physiology
• Maternal/Newborn Nursing

Graduate and pass the NCLEX: With your degree in hand, the only thing remaining is the NCLEX (National Council Licensure Exam). All states require nurses to be licensed before they can start working. With your ADN you will qualify to sit for the NCLEX-RN. The NCLEX-RN contains 75 to 265 questions that cover all the areas of nursing. Be prepared to spend some time prepping for this exam because it’s one of the most important tests that you will ever take if you want to become a nurse. But don’t panic! Your ADN degree program should equip you with everything you need to pass the exam.

Find your place: After passing the NCLEX and receiving your license, you can start asking yourself some important questions: Where do you want to work? What type of nurse should you become?

Educational opportunities: With an associate’s degree, you can apply for a RN-to-BSN program to obtain your bachelor’s degree. A BSN nurse will have options that an ADN doesn’t have, as well as more responsibilities. If you’re ready to progress, this could be a great move.

How Formal Education will help you Learn More about Your Nursing Role

Formal nursing education at its core focuses on five main elements of practice that make up the nursing roles. These elements include:

• Assessing patients: Formal education will prepare you to collect and analyze information about the physical conditions of patients as well as their response to conditions influenced by social, spiritual, psychological, lifestyle and economic factors.
• Making sound clinical judgments: Through formal education, you will learn how to identify a patient’s symptoms, responses and any other needs of your patients based on the emerging problems or complications.
• Planning: As a RN it will be your responsibility to create detailed care plans by setting achievable goals and the expected outcomes.
• Implementing care plans: You will also learn how to put care plans into effect for your patients without interruption.
• Evaluating care plans: One of the main things you will learn is how to continuously monitor the status of patients and determine whether their care is effective and if it needs modification.

Are you interested in becoming a registered nurse? If you want to earn an Associate of Applied Science in Nursing , ECPI University offers this program at an accelerated rate. For more information about nursing at ECPI University, connect with a skilled admissions counselor today .

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