The research, led by Antita Kanjanakaew and colleagues at Mahidol University’s Faculty of Nursing together with nurse educators at Siriraj Hospital, emerged from a pressing global problem. Health systems worldwide face a shortage of qualified nurse-midwifery educators, the specialized faculty members who traditionally supervise students during clinical placements. When there are not enough educators to go around, students can find themselves watching from the sidelines rather than learning by doing. The buddy model was developed as a collaborative response, pairing students with experienced bedside nurse-midwives who act as day-to-day guides within authentic clinical settings, allowing experiential learning to continue even when formal educator supervision is stretched thin.

To understand whether the model works, the researchers turned to the people at its center. Twenty-six nurse-midwifery students participated in online focus group discussions, while fifteen nurse-midwives took part in in-depth individual interviews. Participants were recruited through purposive sampling, a technique that deliberately selects individuals with direct experience of the phenomenon under study. The team then applied qualitative content analysis, a systematic method for identifying patterns and themes within textual data, to distill hundreds of pages of conversation into a coherent account of what the buddy model delivers, and what it demands.

Four major themes emerged from the students’ side of the relationship. The first was apprehension toward interacting with unfamiliar nurses, a reminder that stepping onto a busy maternity ward as a student is an inherently vulnerable act. Students described initial anxiety about approaching nurses they did not know, worrying about being judged or turned away. Yet this apprehension typically gave way to the second theme: hands-on learning. Once relationships formed, students reported that working alongside buddy nurses enhanced their confidence, accelerated their professional identity formation, and helped them integrate classroom theory with the messy, unpredictable realities of patient care. There is a qualitative difference, the students suggested, between reading about labor management and standing beside a woman in labor with a trusted mentor at your shoulder.

The third and fourth themes revealed the model’s internal complexity. Students described a dichotomy between two types of buddies, and correspondingly different challenges of learning from each. Some buddy nurses were engaged, generous teachers who actively created learning opportunities; others were passive, offering little direction and leaving students to fend for themselves. Busy clinical environments compounded the problem, reducing learning engagement when workloads overwhelmed even the most willing mentors. In other words, the buddy model is not a self-executing mechanism. Its educational value depends heavily on the disposition, availability, and teaching capacity of the individual nurse to whom a student is assigned.

The nurse-midwives’ perspective, captured in the individual interviews, added a second, equally textured layer. Four themes again emerged. The nurse-midwives saw the buddy nurse role as multifaceted, encompassing mentor, emotional supporter, and professional role model simultaneously. They described holding the line between teaching and care, a delicate balancing act in which patient safety must always take priority even as students need room to practice. They also spoke of growth, from self to system, suggesting that serving as buddies prompted reflection not only on their own practice but on the broader structures of the clinical environment. Finally, they identified barriers to effective teaching, including heavy workloads, the constant demands of patient safety, and limited opportunities to carve out genuine learning moments within packed shifts.

When the researchers integrated both sets of perspectives, a striking picture emerged. The buddy model, they concluded, functions as a reciprocal relational learning process rather than a simple one-way transfer of knowledge. The relationship begins with approach and engagement, as students overcome initial apprehension and nurses open their practice to observation and participation. It progresses through support and professional role modeling, as buddies demonstrate not just technical skills but the emotional and ethical dimensions of midwifery. And it culminates in shared learning and professional outcomes, with students gaining competence and confidence while nurse-midwives themselves report renewed professional growth. Learning, in this framing, is not delivered but co-constructed.

That reciprocity may explain why the model appears to support psychological safety, a concept that has attracted growing attention in health professions education. Students who feel emotionally secure are more likely to ask questions, admit uncertainty, and attempt challenging procedures, all of which are essential to developing clinical judgment. The buddy relationship, built on repeated daily contact with a consistent mentor, seems to create precisely the conditions under which such vulnerability becomes productive. The study’s authors suggest this supportive relational quality is central to the model’s perceived benefits for both experiential learning and professional development.

Yet the findings come with candid caveats. The study’s participants perceived the buddy model as valuable, but its successful implementation depended on adequate engagement of buddy nurses, manageable workloads, and sufficient clinical learning opportunities. Where any of these conditions failed, the model’s benefits eroded quickly. Passive buddies and overwhelmed wards turned a potentially rich learning relationship into a hollow formality. The authors are careful to note that their findings offer preliminary, context-specific support, drawn from a single hospital and a particular academic-practice partnership, rather than a universal prescription. Generalizing to other institutions will require further research in different settings and health systems.

Even so, the implications are significant at a moment when midwifery education faces mounting pressure. Shortages of clinical educators are not unique to Thailand; they are a structural feature of nursing and midwifery training in many countries, and they threaten the pipeline of skilled birth attendants precisely when maternal health services need reinforcement. The buddy model offers a pragmatic pathway: it mobilizes the clinical workforce already in place, transforms routine care into a teaching platform, and does so without requiring large new investments in faculty. The Bangkok study suggests the approach can work, but only if institutions treat buddy nurses as educators in their own right, protecting their time, recognizing their teaching role, and selecting for the engaged, supportive disposition that students so clearly valued. The alternative, the study quietly warns, is a buddy system in name only, in which students stand beside nurses too busy to teach and learn far less than they might.

Subject of Research: Experiences of nurse-midwifery students and nurse-midwives with the buddy model of clinical education in Thailand

Article Title: Experiences of the buddy model in midwifery clinical practice: a qualitative exploration of students and nurse-midwives

Article References: Experiences of the buddy model in midwifery clinical practice: a qualitative exploration of students and nurse-midwives. (n.d.). https://doi.org/10.1186/s12912-026-05378-1

Image Credits: AI Generated

DOI: 10.1186/s12912-026-05378-1

Keywords: buddy model, midwifery education, clinical learning, nurse-midwifery students, nurse-midwives, qualitative study, experiential learning, clinical teaching, professional identity, psychological safety, Thailand, nursing education

The San Antonio school is one of only 19 nursing education programs in the United States selected for the 2026 NLN Center of Excellence class and one of just two in Texas. It will receive the honor formally during the Honors Convocation of the 2026 NLN Education Summit in Washington, D.C., on Sept. 25. The designation also gives the institution a distinction that is unusual even within the state: it is the only school in Texas currently holding two active NLN Center of Excellence designations. The school remains the only nursing program headquartered in San Antonio with an NLN Center of Excellence designation and is one of only six designated programs statewide. Fewer than 100 institutions among the thousands offering nursing education programs across the country hold a Center of Excellence distinction in at least one of the NLN’s five designated areas. Those areas recognize sustained excellence in faculty development, student learning and professional development, research, public service and other dimensions of nursing education. The designations are valid for five years and may be renewed, meaning that recipients must continue demonstrating impact rather than relying on a one-time achievement.

The “Student Learning and Professional Development” designation addresses a technical challenge at the center of modern nursing education: how to translate knowledge gained in classrooms, laboratories and simulation environments into safe, adaptable decisions at the bedside. Nursing students must integrate physiology, pharmacology, communication, ethics, public health and clinical procedures while responding to patients whose conditions can change within minutes. Effective programs therefore assess more than memorization. They examine clinical reasoning, situational awareness, teamwork, communication and the ability to interpret evidence under pressure. Professional development extends beyond graduation, encompassing leadership, reflective practice, continuing education and the capacity to adapt as treatments, technologies and standards evolve. The NLN recognition is designed for programs that demonstrate sustained, evidence-based innovation in this process and document whether their approaches are producing meaningful results. It also acknowledges schools that use continuous quality improvement, a structured cycle of measuring outcomes, identifying weaknesses, testing interventions and evaluating whether changes improve learning.

At the UT San Antonio School of Nursing, the designation reflects a collaborative model involving faculty, staff, students, clinical partners and community organizations. Sonya Renae Hardin, PhD, APRN, FAAN, dean of the school, said the goal is to create an educational environment in which students are challenged to grow as clinicians, professionals and leaders. That growth depends on more than adding new content to a curriculum. It requires aligning classroom instruction with clinical realities, giving students opportunities to practice decisions before they encounter them in patient care and creating feedback systems that allow both learners and instructors to improve. Evidence-based teaching methods can include high-fidelity simulation, case-based learning, structured clinical evaluation, interprofessional education and deliberate reflection after complex experiences. In simulation, for example, students can manage a deteriorating patient while instructors measure not only whether an intervention was correct, but also how rapidly the student recognized danger, communicated with colleagues and reassessed the patient. Such methods make invisible reasoning processes observable and provide a safer environment in which errors become opportunities for learning rather than sources of harm.

The school’s first NLN designation, recognizing the pedagogical expertise of faculty, provides an important foundation for the new honor. Pedagogy refers to the theory and practice of teaching, including how educators design instruction, assess learning and respond to different student needs. In nursing, pedagogical expertise has direct clinical implications because the quality of teaching influences how future nurses recognize risk, prioritize care and respond to uncertainty. Faculty members must remain current not only in their clinical specialties but also in educational science, assessment design, learning technologies and methods for supporting students from varied backgrounds. The relationship between faculty expertise and student achievement is therefore dynamic: instructors refine their teaching, students receive more effective learning experiences, and the resulting data inform the next cycle of improvement. Azizeh K. Sowan, PhD, RN, FAAN, professor and associate dean for strategic initiatives, described the school’s culture as one in which faculty advance teaching practices, staff support the student experience, learners actively engage in their education and clinical and community partners connect academic preparation to the evolving needs of patients and the profession.

That connection is increasingly important as nursing moves into a more technologically sophisticated and medically complex environment. Nurses now work with electronic health records, remote monitoring systems, predictive analytics, digital decision-support tools and increasingly specialized treatments. Yet technology does not replace fundamental clinical judgment. A patient’s vital signs may be summarized by an algorithm, but a nurse must still determine whether the data are reliable, recognize a subtle change in behavior, communicate concern and decide when escalation is necessary. Education that combines scientific knowledge with practical reasoning can help graduates navigate this tension. Students must learn to interpret data without becoming dependent on automated recommendations, to recognize bias or missing information and to preserve human-centered care when clinical encounters are mediated by screens and devices. Professional development also prepares nurses to lead quality-improvement efforts, participate in policy discussions and collaborate across disciplines. These capabilities are central to the school’s stated mission of preparing graduates for evidence-based practice, professional leadership and lifelong learning.

The program’s reach extends beyond degree preparation. The School of Nursing offers BSN, MSN, DNP and PhD programs, along with specialty certificates intended to develop nurse leaders through education, research, practice and community engagement. Its academic structure spans entry into the profession, advanced clinical practice, executive and systems leadership, and investigation into the scientific foundations of health care. First-generation college students make up one-third of the school’s enrollment, a figure that underscores the importance of support systems designed to help students persist in demanding programs. Advising, mentoring, academic coaching, financial guidance and early identification of learning barriers can all influence whether capable students complete their education. The school also operates a growing patient-care practice, providing primary and acute care through nurse practitioners on campus and at community partner sites. These settings can create a feedback loop between education and service: students encounter real community health needs, faculty and clinicians observe emerging challenges, and the curriculum can evolve in response to populations that may face barriers to care.

The school supports the academic health center and health system known as UT Health San Antonio, the region’s only academic health center and a major health sciences institution serving South Texas and beyond. Its schools of medicine, nursing, dentistry, health professions, graduate biomedical sciences and public health collectively support more than 2.5 million patient visits each year through inpatient and outpatient facilities staffed by medical, dental, nursing and allied health professionals. For nursing education, that environment can provide access to a broad range of clinical conditions, patient populations and interdisciplinary experiences. It also places education within a living health care system, where changes in public health, demographic patterns and treatment practices become immediate educational questions. Community partnerships are particularly significant in South Texas, where health outcomes are shaped by access to preventive services, chronic disease burden, socioeconomic conditions and cultural factors. Preparing nurses for this context requires technical competence as well as cultural humility, communication skills and an understanding of how social conditions influence health.

The NLN said its Center of Excellence program is intended to distinguish organizations that demonstrate substantive and sustained innovation, conduct research documenting the effectiveness of that innovation, maintain high internal standards and commit themselves to continuous quality improvement. Beverly Malone, PhD, RN, FAAN, NLN president and CEO, said the 2026 honorees show how nursing schools can transform the academic experience from the classroom to the clinic and campus life. The award is therefore more than an institutional accolade; it is a public claim that educational practices have been developed systematically and tested against defined standards. For students, the recognition may signal an environment built around active participation, professional growth and measurable support. For health systems, it identifies a potential source of graduates trained to adapt rather than merely repeat established routines. And for the wider public, it underscores a scientific reality often overlooked in discussions of health care: patient safety begins long before a nurse enters a hospital room. It begins with how knowledge is translated into judgment, how judgment is practiced, how performance is evaluated and how educators respond when evidence shows that a better way is possible.

Subject of Research: Nursing education, student learning, professional development and evidence-based teaching innovation.

Article Title: UT San Antonio School of Nursing Earns Second National Center of Excellence Designation

News Publication Date: Aug. 25, 2026

Web References: National League for Nursing Center of Excellence program: https://www.nln.org/detail-pages/news/2026/08/12/nln-honors-the-2026-centers-of-excellence-(coe)-in-nursing-education; UT San Antonio School of Nursing: https://uthscsa.edu/nursing/; UT Health San Antonio Center of Excellence information: https://uthscsa.edu/nursing/national-league-nursing-nln-center-excellence-coe

References: National League for Nursing; UT San Antonio School of Nursing; UT Health San Antonio institutional information; statements from Sonya Renae Hardin and Azizeh K. Sowan.

Keywords: nursing education, student learning, professional development, nursing faculty, evidence-based teaching, clinical reasoning, simulation, health care workforce, UT San Antonio, UT Health San Antonio, National League for Nursing, Center of Excellence in Nursing Education

The study begins by contextualizing the growing necessity for innovative solutions in nursing education. As the healthcare landscape shifts, there is an ever-increasing demand for qualified professionals equipped with contemporary skills and knowledge. MOOCs have emerged as a viable solution to bridge the gap between traditional education and the dynamic needs of the healthcare environment. The authors delve into this premise, laying the groundwork for their comprehensive evaluation of a nursing MOOC that has captured the attention of aspiring nurses and seasoned professionals alike.

Throughout the research, Jiang and his colleagues meticulously outline the structure of the MOOC under review. This particular course encompasses various modules designed to educate participants on essential nursing topics including patient care, clinical skills, and ethical considerations in healthcare. The flexibility afforded by this MOOC allows for a diverse learner demographic, ranging from those new to nursing to experienced practitioners seeking to augment their knowledge base. This adaptability is highlighted as a pivotal factor in its sustained popularity and user engagement over the six years of study.

To assess the effectiveness of this nursing MOOC, the researchers employed a robust methodological approach. Utilizing a combination of surveys, learning analytics, and participant feedback, the study aimed to capture a holistic view of the educational outcomes experienced by learners. This multi-faceted evaluation strategy ensures that various dimensions of the learning experience are explored, resulting in a well-rounded understanding of the MOOC’s impact. The authors emphasize that such comprehensive evaluation is crucial to inform future iterations of the course, as well as to contribute valuable insights to the broader field of online education.

One of the critical findings of the research is the improvement in participants’ knowledge and skills as a direct result of their engagement with the MOOC. Analyzing pre- and post-course assessment scores, the authors noted a significant increase in competency levels among participants. This evidence lends credence to the argument that MOOCs can be effective educational tools, especially when designed thoughtfully and curated with learner needs in mind.

Moreover, the study identifies other key benefits of the nursing MOOC, such as increased accessibility to education and the opportunity for lifelong learning in nursing practice. The flexibility of online courses enables individuals from various geographical and socio-economic backgrounds to access high-quality educational resources that may have previously been out of reach. This democratization of education is particularly significant in the nursing field, where disparities in access to training can have dire consequences for patient care and health outcomes.

Another noteworthy aspect of the research highlights the community-building potential of the MOOC environment. Participants reported feeling a sense of camaraderie and support through interaction with peers in discussion forums and collaborative activities. This sense of belonging fosters a unique shared learning experience that can enrich the educational journey and motivate learners to engage more deeply with the material. The authors point out that fostering such a community dynamic is essential for driving sustained interest and participation in online courses.

However, the authors also acknowledge the challenges associated with nursing MOOCs. While many participants benefited from the course, there were notable drop-out rates, particularly amongst those who faced competing responsibilities, such as work or family obligations. The study indicates that while MOOCs offer flexibility, the reality of balancing education with other life commitments can often hinder completion rates. The researchers call for a reevaluation of course design and support structures to better address these challenges and improve learner retention.

In addressing the future of nursing education, Jiang, Zhao, and Li urge stakeholders to consider the lessons learned from their study. They advocate for the continued evolution of nursing MOOCs, emphasizing the necessity for innovative teaching strategies that integrate emerging technologies and pedagogical advancements. Additionally, they stress the importance of ongoing research in this area to further refine and enhance online nursing education in response to the changing demands of the healthcare sector.

The implications of this research extend beyond individual learners; they reflect a broader trend in education that calls for a paradigm shift. As the healthcare landscape continues to evolve, so too must the methods of training and preparing the next generation of nurses. This study serves as both a thorough examination of a successful nursing MOOC and a clarion call for the integration of online education into the conventional frameworks of nursing training. With continued advancement and reflection, the future of nursing education may well lie within the digital spaces of MOOCs.

In conclusion, Jiang and his colleagues have provided an essential contribution to the discourse on nursing education through their longitudinal evaluation of a nursing MOOC. Their findings underscore the effectiveness of online learning platforms in addressing the educational needs of healthcare professionals while shedding light on the inherent challenges that must be navigated. The journey of nursing education is ongoing, and this research paves the way for a more accessible, effective, and forward-thinking approach to training in the nursing field.

The significance of Jiang and his team’s research lies not only in its findings but also in the broader context of education in modern society. As learners around the world adapt to the challenges of a fast-paced, ever-changing environment, the role of MOOCs will likely continue to grow. They offer a glimpse into what the future of education could resemble—one that is flexible, inclusive, and ultimately, transformational for individuals and communities alike.

In light of this study, educators and institutions are encouraged to embrace the possibilities offered by online courses, fostering a landscape in which knowledge can be shared more broadly and effectively. As we reflect on the impact of this nursing MOOC over the past six years, it is evident that the future of nursing education will rely heavily on integrating innovative online learning solutions that meet the demands of the profession and society.

Subject of Research: Effectiveness of a nursing MOOC over six years.

Article Title: Where do we go from here? Evaluating the effectiveness of a nursing MOOC over six years.

Article References:

Jiang, Y., Zhao, J., Li, K. et al. Where do we go from here? Evaluating the effectiveness of a nursing MOOC over six years. BMC Med Educ (2026). https://doi.org/10.1186/s12909-026-08679-w

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s12909-026-08679-w

Keywords: Nursing education, MOOCs, online learning, healthcare training, educational effectiveness.

The prevalence of falls among patients in healthcare settings remains a pressing concern, as they often lead to severe complications, longer hospital stays, and increased healthcare costs. Training nursing students effectively in fall prevention strategies is essential for reducing these adverse outcomes. To address this urgent need, Yang and colleagues conducted a randomized controlled trial comparing traditional training methods with their innovative three-step approach, providing valuable insights that could reshape nursing education methodologies.

In crafting a robust curriculum, the researchers first delineated the boundaries of the three-step training mode. This methodology serves as a progressive learning framework, where students not only engage with theoretical knowledge but are also provided with ample opportunities to practice this knowledge in real-world scenarios. The first step, “teaching,” involves imparting essential information about the physiology of falls, risk assessment, and prevention strategies through lectures and multimedia resources. This foundational knowledge is vital for students to recognize the significance of their role in patient safety.

The second phase, “exercising,” introduces interactive elements such as simulations, role-playing, and group discussions. Students actively engage with the material, fostering a deeper understanding through hands-on experiences. This exercise component is crucial, as it allows students to apply their theoretical knowledge in controlled environments, thereby enhancing retention and recall abilities. By simulating real-life nursing scenarios, students can experiment with various preventive measures in a low-stakes setting, thus reducing anxiety around patient interaction in actual clinical environments.

The final step, “practicing,” enables students to hone their skills through direct patient care experiences. This stage is where the integration of theory and practice culminates. Nursing students are placed in clinical settings under the supervision of experienced professionals, allowing them to implement their fall prevention strategies in real time. Such experiential learning is critical in nursing education, as it bridges the gap between academic knowledge and practical application, ultimately reinforcing student confidence and competency.

The researchers’ methodology also included a rigorous assessment of student performance and satisfaction following the training. Performance metrics included objective evaluations of students’ knowledge related to fall prevention, as well as their ability to apply this understanding during clinical rotations. Satisfaction was assessed through meticulously designed surveys capturing student perceptions of the training’s effectiveness, organization, and overall experience during the internship.

Results from the study provided compelling evidence supporting the efficacy of the three-step training mode. Students who underwent this innovative instructional approach exhibited significantly improved performance in both theoretical examinations and practical assessments compared to their peers who engaged solely in traditional training methods. Furthermore, satisfaction rates among these students indicated a marked increase, as they felt more confident in their abilities to perform fall prevention techniques in clinical settings.

The implications of such findings are profound, offering nursing educators a potential blueprint for revolutionizing teaching strategies across nursing schools worldwide. By shifting the focus from rote memorization and passive learning to a more interactive, hands-on approach, educators could significantly enhance the preparedness of nursing students as they enter the workforce. This evolution in pedagogical methods not only benefits students but ultimately leads to improved patient outcomes and enhanced safety protocols within healthcare institutions.

Moreover, the significant impact on student satisfaction highlights a critical aspect of nursing education—emotional and psychological preparation. When nursing students are engaged and actively involved in their learning processes, they experience a stronger connection to their training, which can translate into higher job satisfaction and lower turnover rates once they transition into professional roles. This aspect is particularly vital in the face of ongoing staffing shortages and burnout within the nursing workforce.

In conclusion, Yang et al.’s study sheds light on a pivotal moment in nursing education, encouraging institutions to embrace innovative strategies that enhance student learning. The three-step training mode of teaching, exercising, and practicing emerges as a transformative approach in fall prevention education. As healthcare continues to evolve and face new challenges, the education of future nursing professionals must adapt accordingly, ensuring they are equipped not only with knowledge but also with the practical skills necessary to foster safe and effective patient care.

In light of these findings, nursing schools should consider implementing evidence-based training modes that promote active learning and hands-on experience. This could be a game-changer, potentially shaping the next generation of nursing professionals to better handle the complexities of patient care—specifically in areas as critical as fall prevention.

Integrating such curricula could also facilitate collaborative learning environments where students learn from one another, thereby creating a dynamic educational experience. Collaborations between nursing schools and healthcare facilities could further enhance training opportunities, ensuring that students are not only learned but are also well-prepared for the realities of providing care in an increasingly complex healthcare landscape.

The pursuit of effective nursing education is about more than preparing students for exams; it is about instilling confidence, competence, and a deep commitment to patient safety. The findings of this study underscore the need for continuous evolution in teaching practices within nursing education, placing it firmly on a path towards excellence.

As we look forward, the health of future patients may well depend on the educational strategies employed today. Initiatives that prioritize practical experience and interactive learning will be crucial in developing competent and confident nursing professionals. This is just the beginning.

Subject of Research: Fall prevention education in nursing students

Article Title: The impact of using “teaching, exercising, and practicing” three-step training mode on the performance and satisfaction of internship nursing students in the training of fall prevention education ability: a randomized controlled trial.

Article References:

Yang, J., Mao, T., Zhou, L. et al. The impact of using “teaching, exercising, and practicing” three-step training mode on the performance and satisfaction of internship nursing students in the training of fall prevention education ability: a randomized controlled trial. BMC Nurs 24, 1316 (2025). https://doi.org/10.1186/s12912-025-03895-z

Image Credits: AI Generated

DOI: 10.1186/s12912-025-03895-z

Keywords: Nursing education, fall prevention, three-step training mode, student satisfaction, clinical practice.