Aim: To systematically review the available evidence from research exploring the image of nurses in the media.Background: Nurses have historically faced many challenges and have received media attention for such efforts. However, the image of nursing traditionally conveyed by media has failed to represent the real character and a positive image of the nursing profession.Review methods: For this scoping literature review, a search was conducted in PubMed, CINAHL, Scopus, PsycINFO, Web of Science and Dialnet to identify studies written in English, Spanish or Portuguese from the earliest date in the databases until February 2022. Four authors were involved in a two‐stage screening process. Data were subjected to quantitative content analysis. A decade‐by‐decade analysis was performed to track the evolution of the research.Results: Sixty studies were included. The analysis shows (1) an increasing interest in analysing the portrayal of nurses and nursing in media over time, especially from 2000 onwards; (2) a prevailing trend of focusing on one form of media when analysing the portrayal of nurses; (3) qualitative designs as the most frequent method for exploring the image of nursing; and (4) a predominantly negative image conveyed by media.Conclusions: There is a notable body of scientific evidence about the image of nurses and nursing portrayed in media. The interest in analysing media depictions of nursing has a long history. The included studies’ samples showed heterogeneity, as they were obtained from different media, periods and countries.Implications for nursing: This scoping review is the first systematic review to provide a comprehensive map of what has been studied thus far regarding media depictions of nursing. It confirms the imperative need for nurses in different settings (academic, assistance or management fields) to maintain a proactive attitude towards addressing images of nursing and ensuring accurate representations.

To explore interventions developed to improve nurses' clinical judgment. Clinical judgment can assist nurses in assessing clinical situations, identifying and preventing problems, and making effective decisions about patient care. Studies on developing clinical judgment among nurses thus far been limited and heterogeneous. A systematic review with narrative synthesis. Eight databases (PubMed, CINAHL, PsycInfo, Scopus, Web of Science, Cochrane Library and ProQuest Dissertations and Theses databases) were systematically searched for studies published until May 2024. A total of 13 studies satisfied the inclusion criteria. Joanna Briggs Institute's critical appraisal tools were used to assess the quality of the selected studies, whereas the Mixed Methods Appraisal Tool was used for mixed methods studies. Overall, 13 studies were included for analysis. Simulation was the most used type of intervention, whereas Tanner clinical judgment model was the most used framework, and Lasater Clinical Judgment Rubric was the most used tool for exploring the development of nurses' clinical judgment skills. Among the 13 interventions analyzed, 11 were found to be effective. Simulation teaching strategies using Tanner's clinical judgment model and Lasater Clinical Judgment Rubric satisfactorily develop clinical judgment among nurses. The findings of this systematic review underscore the dearth of nursing research exploring the efficacy of interventions designed to enhance clinical judgment among general registered nurses. The systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). No patient or public contribution.

Purpose: The aim of this article is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum. Data sources: Empirical and theoretical literature studies were reviewed to define the framework rationale and its components. Data synthesis: A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process. Conclusions: The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach. Implications for nursing practice: This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing's unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family-centered relationship-based practice approach.