Nurse education today · 2026
The integration of cognitive behavioural therapy in undergraduate nurse education: a scoping review.
СтатьяScoping ReviewНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Kelly Elaine, Barr Owen, Gorman Colin, Hasson Felicity
Аннотация
BACKGROUND: Internationally, mental health issues for people are continuing to increase, with this a rising need for evidence-based care. One approach which has effectiveness is Cognitive Behavioural Therapy (CBT). Nurses are in a prime position to utilise CBT skills for the benefit of the people in their care. However, it remains unclear whether CBT skills are being taught within undergraduate mental health nurse education programmes.
AIM: To identify, synthesis and report on CBT content, modes of delivery and evaluation processes in undergraduate nursing education.
DESIGN, DATA SOURCE & REVIEW METHOD: A scoping review aligned to Joanna Briggs Institute was undertaken. Literature published between 2014 and 2024 was searched using 5 databases MEDLINE (via PubMed), Scopus, CINAHL complete (EBSCO host), EMBASE and PschINFO. Reference list of included studies was searched and a search to identify relevant grey literature was conducted. Using systematic review software, titles and abstracts were reviewed by two reviewers with a third reviewer to resolve discrepancies. Data was extracted and recorded, key characteristics were mapped and content analysis was used to synthesise and analyse data.
RESULTS: 344 articles were found of these; 2 articles were included for analysis and synthesis. One paper was a review paper, the other a qualitative study. Both papers recognised the benefit of CBT for student wellbeing and self-efficacy. Improving student wellbeing being the aim of the second paper. Benefits for services users were also seen.
CONCLUSION: There is limited research into the integration of CBT into undergraduate nurse education for the direct benefit of people receiving nursing care. From the evidence available it could be seen that when CBT is taught to students, they do use this both for personal wellbeing and the wellbeing of people in their care. There is a need for further studies on this topic.
AIM: To identify, synthesis and report on CBT content, modes of delivery and evaluation processes in undergraduate nursing education.
DESIGN, DATA SOURCE & REVIEW METHOD: A scoping review aligned to Joanna Briggs Institute was undertaken. Literature published between 2014 and 2024 was searched using 5 databases MEDLINE (via PubMed), Scopus, CINAHL complete (EBSCO host), EMBASE and PschINFO. Reference list of included studies was searched and a search to identify relevant grey literature was conducted. Using systematic review software, titles and abstracts were reviewed by two reviewers with a third reviewer to resolve discrepancies. Data was extracted and recorded, key characteristics were mapped and content analysis was used to synthesise and analyse data.
RESULTS: 344 articles were found of these; 2 articles were included for analysis and synthesis. One paper was a review paper, the other a qualitative study. Both papers recognised the benefit of CBT for student wellbeing and self-efficacy. Improving student wellbeing being the aim of the second paper. Benefits for services users were also seen.
CONCLUSION: There is limited research into the integration of CBT into undergraduate nurse education for the direct benefit of people receiving nursing care. From the evidence available it could be seen that when CBT is taught to students, they do use this both for personal wellbeing and the wellbeing of people in their care. There is a need for further studies on this topic.