In a pioneering study conducted in Ethiopia, researchers Abawaji, Cardwell, Germossa, and colleagues delved into the perceptions and experiences of nursing students concerning missed nursing care. This descriptive qualitative study serves as a critical examination of an increasingly recognized problem within healthcare education and practice. The implications of missed care resonate profoundly within the contexts of patient safety, educational adequacy, and the holistic training of future nurses. The research reveals not just the consequences of such negligence but unearths the contextual factors that contribute to it.
Missed nursing care, which refers to any essential nursing intervention that is delayed, partially completed, or omitted entirely, poses significant risks to patient safety and satisfaction. This study highlights the various dimensions of this issue from the perspective of nursing students in Ethiopia. Through thorough interviews and focus group discussions, the researchers captured the nuanced thoughts of these students, offering a unique glimpse into their reality. The qualitative nature of the research allows for rich, descriptive narratives to emerge, elucidating the complexities of nursing practice in an evolving healthcare landscape.
The findings of this study are alarming yet informative. Many nursing students articulated feelings of helplessness and frustration when it came to missed care. Participants suggested that structural vulnerabilities in the healthcare system, like understaffing and limited resources, exacerbated this challenge. Such conditions not only jeopardize patient care but also predispose budding nurses to a cycle of moral distress and burnout, impacting their educational experience and future professional practice.
Another concerning aspect revealed by the research pertains to the psychological burden nursing students carry. Many participants shared experiences of stress associated with not being able to provide the quality of care they were trained to deliver. This dissonance between ideal practice and real-world application fosters a sense of inadequacy among students, ultimately questioning their competence and resilience in the field. The narrative painted by these young professionals underscores the need for systemic changes to support nursing education, particularly in regions where healthcare is still developing.
Interestingly, the participants recognized the role of faculty and institutional support in mitigating the effects of missed care. Several nursing students mentioned that mentorship from experienced nurses played a pivotal role in navigating the challenges posed by missed interventions. They emphasized the importance of training programs that not only impart technical skills but also cultivate resilience and adaptive strategies among future nurses. It seems clear that educational institutions must evolve, integrating comprehensive support systems that empower nursing students to confront realities in their profession while nurturing their passion for patient care.
Another significant thread in the discourse emerged from discussions around the ethical dimensions of nursing practice. The students articulated an acute awareness of the moral implications of missed care, revealing an inherent understanding of their roles as patient advocates. This ethical consciousness is vital, as it represents the cornerstone of professional nursing practice. Fostering such awareness within nursing curricula could transform future healthcare delivery, fostering a more holistic approach to patient welfare that transcends traditional clinical training.
Culturally, the study sheds light on how societal expectations and norms regarding nursing impact student perceptions of care quality. In Ethiopian society, the nursing profession is often viewed through a different lens compared to Western cultures. The students expressed the weight of societal expectations, which sometimes conflicted with the realities of nursing practice. This cultural dichotomy presents a unique challenge, necessitating that nursing education in Ethiopia adapt to acknowledge and incorporate local contexts while upholding global nursing standards.
The authors also noted the disparity in resources across different healthcare institutions. Nursing students at various facilities reported differing experiences, influenced significantly by the availability of equipment, supplies, and staff. This disparity can create uneven educational opportunities, making it essential to standardize training across the board. Addressing such inequities will reinforce the foundation for a workforce that is well-equipped to handle the complexities of modern nursing practice.
Conversely, the study highlights the immense potential for positive change inspired by nursing students’ voices. Their willingness to advocate for improved care practices and increased institutional support is a vital step towards systemic reform. Engagement in dialogue around these issues could unite nursing educators, students, and healthcare leaders, paving the way for initiatives that prioritize patient safety and educational adequacy.
As the study concludes, it calls for immediate attention from nursing educational institutions and policymakers. The evidence presented by these nursing students should serve as a clarion call for reforms that enhance the learning and working environment for future generations of nurses. By addressing the root causes of missed nursing care and fostering supportive educational frameworks, it is possible to cultivate a generation of nurses equipped not only with practical skills but also with the resilience to advocate for their patients.
In summary, this research sheds critical light on the issue of missed nursing care from the perspective of students in Ethiopia, revealing both the challenges they face and the opportunities for positive change. The insights gained from these students offer a valuable contribution to the ongoing discourse around nursing education and patient care, urging stakeholders to invest in a system that acknowledges and addresses these pressing issues. As we look to the future of nursing in Ethiopia and beyond, it is imperative that we listen to the voices of those at the forefront of care delivery—our future nurses.
Subject of Research: Experiences and perceptions of nursing students regarding missed nursing care in Ethiopia.
Article Title: Exploring experiences and perceptions of nursing students regarding missed nursing care in Ethiopia: a descriptive qualitative study.
Article References:
Abawaji, M., Cardwell, R., Germossa, G. et al. Exploring experiences and perceptions of nursing students regarding missed nursing care in Ethiopia: a descriptive qualitative study.
BMC Nurs (2025). https://doi.org/10.1186/s12912-025-04222-2
Image Credits: AI Generated
DOI: 10.1186/s12912-025-04222-2
Keywords: nursing students, missed nursing care, qualitative study, Ethiopia, nursing education, patient safety, moral distress, healthcare system.
Tags: addressing missed nursing care issuesfactors contributing to missed nursing carefrustrations of nursing studentsholistic training for future nursesimplications of missed nursing caremissed nursing interventions in Ethiopianursing practice challenges in Ethiopianursing students’ perceptions of missed carepatient safety and nursing educationqualitative research in nursingqualitative study on nursing carestudent experiences in healthcare education
