BACKGROUND: Academic help-seeking is a valuable strategy for enhancing learning outcomes and student success, particularly in the demanding field of nursing education. This review synthesizes academic help-seeking (AHS) literature and makes concrete recommendations for current nurse educators. METHOD: A scoping review was conducted in PubMed/MEDLINE, Embase, CINAHL, PsycINFO, ERIC, and Google Scholar using the scoping review framework as described by Arksey and O'Malley. RESULTS: The search initially identified 354 studies for title and abstract screening. After title and abstract screening, 64 studies were included for full-text review. After the full-text review, 23 studies met the inclusion criteria and were included in this review. CONCLUSION: This scoping review highlights AHS behavior as an influential component of nursing students' academic success. Faculty have the opportunity to play a strong role in facilitating AHS. Future studies should focus on examining AHS in the clinical environment and empirically evaluating structured help-seeking interventions.
Silverlight et al. (Wed,) studied this question.