In the rapidly evolving landscape of nursing education, the competencies of nursing students hold paramount importance. A recent study conducted by Zhu and Zhu highlights the intricate relationship between nursing students’ perceived competence and their mentors’ assessment literacy. This exploration draws attention to two critical mediating factors: self-efficacy and gender bias. As the nursing profession strives for excellence, understanding these dynamics is essential for fostering a more effective educational environment.
At the core of the study is the notion that nursing students’ self-assessment plays a pivotal role in their overall performance and competence. The researchers set out to investigate how nursing students perceive their own skills and how these perceptions align with the evaluations they receive from their mentors. It was found that students’ confidence in their abilities—self-efficacy—significantly influenced their perceived competence. This relationship raises vital questions regarding educational support and mentoring approaches in nursing programs.
Self-efficacy, a concept rooted in psychological theory, refers to an individual’s belief in their capabilities to execute actions required to manage prospective situations. In the context of nursing education, higher self-efficacy is linked to better engagement, more active participation in learning, and overall improved performance outcomes. The study revealed that students with heightened self-efficacy not only believed in their abilities but also demonstrated enhanced skills during practical assessments. This suggests that fostering a supportive educational environment can significantly elevate students’ confidence.
Conversely, the study also addressed the impact of gender bias within nursing education. Despite advancements in gender equality, disparities remain prevalent in various fields, including healthcare. The researchers noted that gender biases often manifest in mentoring relationships, influencing how students perceive their assessments. This bias can lead to a skewed evaluation framework where female students, for example, may receive different qualitative feedback compared to their male counterparts, affecting their self-efficacy and perceived competence.
Furthermore, the interaction between self-efficacy and gender bias provided additional insights into the complexities of nursing education. The researchers found that female students, despite exhibiting high levels of competence, often rated their abilities lower than their male peers. This discrepancy highlights an urgent need for mentors to adopt a more equitable and supportive approach to evaluation, ensuring that all students receive fair and constructive feedback regardless of gender.
The study’s findings have significant implications for nursing educators and institutions. It underscores the necessity for targeted training for mentors that encompasses awareness of gender biases and an emphasis on fostering students’ self-efficacy. By equipping mentors with the right tools and understanding, nursing schools can create an environment where students feel empowered and valued, thus enhancing their overall educational experience and professional preparedness.
Moreover, it is crucial for curricula to integrate elements that support self-efficacy-building in nursing students. This could involve incorporating more interactive learning methodologies, such as simulation-based training and peer feedback mechanisms, allowing students to engage actively in their learning processes. These strategies can significantly bolster students’ confidence, positively impacting their self-assessment and, ultimately, their competencies.
Assessment literacy among mentors also emerged as a vital component of the study. The mentors’ ability to accurately evaluate students and provide constructive feedback is essential for effective learning. The research suggests that enhancing mentors’ assessment literacy can directly influence students’ perceptions of competence and understanding of their abilities. This highlights an opportunity for professional development within faculties, ensuring that mentors are well-equipped to guide future nurses in their educational journeys.
Interestingly, the research by Zhu and Zhu also highlights the role of institutional culture in shaping the dynamics of mentorship and assessment. A supportive institutional environment that values diversity and equitable practices is paramount. By fostering such a culture, nursing schools can mitigate biases and encourage a greater sense of belonging among all students, particularly those from underrepresented gender groups.
As nursing education continues to adapt to the demands of modern healthcare, the findings from this study encourage a re-evaluation of mentoring practices. Institutions are called to reflect upon their existing frameworks and to be more intentional in promoting inclusive environments that empower all students, regardless of gender. This approach not only enhances educational outcomes but also enriches the nursing profession as a whole.
Looking ahead, marked changes in educational paradigms within nursing could stimulate broader discussions about gender dynamics in healthcare professions. The impact of mentorship on student outcomes is profound, and addressing biases and enhancing self-efficacy can lead to a more competent and diverse nursing workforce. This can indirectly benefit patient care, as a well-prepared nursing staff is essential for delivering high-quality healthcare.
This study serves as a stepping stone for further research in this arena. Future investigations may delve deeper into the intersectionality of gender and self-efficacy in nursing education, extending the conversation beyond the boundaries of traditional frameworks. Understanding these factors can pave the way for more nuanced approaches to mentorship and assessment in nursing, ultimately enhancing educational quality and student satisfaction.
The dialogue surrounding nursing education now must include conversations about equity, empowerment, and the critical role of mentorship. With mentorship being a cornerstone of nursing education, prioritizing assessment literacy and self-efficacy can create a transformative ripple effect, one that elevates educational standards and enhances the overall competency of future nursing graduates. As the healthcare landscape evolves, it is imperative that nursing education evolves alongside to equip the next generation of nurses with the tools necessary to succeed.
In conclusion, Zhu and Zhu’s study sheds light on the fluid dynamics of nursing competence, mentor assessments, self-efficacy, and gender bias. The findings resonate with an urgent call to action for educational institutions, mentors, and students alike. By embracing these insights, the nursing community can aspire towards a more equitable, competent, and empowered future workforce.
Subject of Research: The relationship between nursing students’ competence, perceived mentor assessment literacy, self-efficacy, and gender bias.
Article Title: Nursing students’ competence and perceived mentor assessment literacy: the mediating role of self-efficacy and gender bias.
Article References:
Zhu, Y., Zhu, J. Nursing students’ competence and perceived mentor assessment literacy: the mediating role of self-efficacy and gender bias.
BMC Nurs 24, 1243 (2025). https://doi.org/10.1186/s12912-025-03862-8
Image Credits: AI Generated
DOI: 10.1186/s12912-025-03862-8
Keywords: Nursing Education, Self-Efficacy, Gender Bias, Mentor Assessment, Nursing Competence.
