Mapping Interventions to Prevent Academic Failure Among University Nursing Students: A Scoping Review

Academic failure (AF) among university students, especially in nursing programs, is a significant challenge for educational institutions. Due to the increasing demand for nurses, this issue negatively affects both students, who miss the opportunity to complete their academic career, and the healthcare system. It is crucial to synthesize the literature on approaches to prevent AF and promote educational success (AS) to develop effective support strategies. This scoping review followed the Joanna Briggs Institute (JBI) guidelines and PRISMA‐ScR framework. Studies analyzing approaches implemented in nursing education to prevent AF were included. Sources were identified through electronic databases such as PubMed, Scopus, CINAHL, PsycINFO, and Web of Science, without time restrictions. All study designs were considered, and the approaches, facilitators, and barriers were mapped. The database search yielded 495 results. After the screening process, 8 articles were included. The approaches to prevent AF were tutoring programs, peer tutoring, support groups, performance improvement plans, and psychological support. This review highlights the importance of tailoring interventions for at‐risk students and underscores contextual differences between general and nursing education, particularly in terms of professional preparedness. The review highlights the effectiveness of tutoring, peer tutoring, and psychological support in reducing AF, especially among at‐risk students, underscoring the need for early identification of these students through reliable and shared screening tools. Universities should implement comprehensive support programs, including strategies identified across diverse academic contexts, while carefully considering how to adapt them to the specific nursing students’ needs, to improve educational outcomes and meet healthcare system demands.