personal statement examples for nursing and midwifery

Nursing Bay

College personal statement examples and writing tips.

A crucial step in your nursing journey is learning how to write a personal statement that resonates with admissions committees and vividly portrays your passion for healthcare. This collection of amazing personal statement examples is curated to guide and inspire you as you articulate your aspirations, experiences, and motivation to pursue nursing.

What is a Personal Statement?

A personal statement is a written narrative that typically forms a significant part of an application to universities, colleges, or professional programs, particularly in fields like nursing. It’s an opportunity for junior year applicants to present themselves beyond test scores and grades, offering insights into their personalities, experiences, goals, and motivations.

In a personal statement, applicants explain why they are interested in a specific field of study or profession, what they hope to achieve through the program, and how their background and experiences have prepared them for this path. It’s a chance to highlight unique attributes, significant life experiences, challenges overcome, or special achievements that make them an ideal candidate for the program.

Why Read Personal Statement Examples?

Reading personal statement essay examples is immensely beneficial for several reasons, especially when preparing your own statement for applications to nursing programs:

• Inspiration and Ideas: Examples can inspire you and provide ideas on structuring your statement, what kind of content to include in your application essay, and how to convey your story and passion effectively.
• Understanding Expectations: They offer insight into what admissions committees look for, helping you understand the level of detail, tone, and approach that resonates successfully in such applications.
• Learning from Others: Seeing how others have articulated their experiences, challenges, and aspirations can guide you in reflecting upon and articulating your own journey and motivations.
• Avoiding Common Mistakes: By examining a range of examples, you can identify common pitfalls and clichés to avoid, ensuring your statement stands out and feels genuine.
• Gaining Confidence: Reading successful common app essays can boost your confidence, showing you that crafting a compelling narrative that combines personal experiences with professional aspirations is possible.
• Diverse Perspectives: Examples offer a glimpse into the diversity of paths and motivations that lead people to nursing, potentially broadening your perspective and enriching your own approach to writing your statement.

How Long Should a Personal Statement Be?

The length of your personal statement should ideally align with the guidelines provided by the institution or program you are applying to. Personal statements are expected to be concise yet comprehensive, often ranging around 500 to 650 words , translating to about one to two pages. 

This word count allows enough space to clearly articulate your experiences, motivations, and aspirations without overloading the reader with information. It’s important to always adhere to the program’s specific word or character limits to demonstrate your ability to follow instructions and present your thoughts.

What Should a Personal Statement Include?

A well-written college admissions essay should include several key elements to effectively communicate your suitability for the program or position you are applying for. Here’s what to typically include:

Introduction

Your personal statement should begin with an engaging introductory paragraph that captures the essence of your motivation for pursuing your chosen field. This could be a brief narrative of a defining moment, an experience that ignited your passion, or a clear articulation of your interest and enthusiasm.

The introduction sets the tone and should intrigue the reader, providing a glimpse into your unique journey and motivation. It’s important that this section hooks the reader’s attention and provides a compelling reason to continue reading your statement.

Academic and Professional Background

In this section, brainstorm and detail your relevant academic and professional experiences that have prepared you for this next step. Highlight key academic achievements, coursework, research, or projects that align with the field you are pursuing.

Also, include any relevant work experience, internships, or positions that have given you practical skills and insights. This part of the statement is crucial for showcasing your foundational knowledge and preparedness for advanced study or professional development and gaining a scholarship in your chosen area.

Extracurricular Activities and Volunteering

Your involvement in extracurricular activities and volunteering can significantly enrich your personal statement. This section should reflect how these activities have contributed to your personal growth, skills development, or understanding of your field.

Whether it’s a hobby, leadership roles in clubs, participation in sports teams, or volunteer work in community organizations, these experiences demonstrate your broader interests, commitment, and ability to balance multiple responsibilities. It’s an opportunity to show aspects of your character and values that academic achievements alone might not convey.

Personal Qualities and Skills

Reflect on and draft the personal qualities and skills that make you suited for your chosen path. This might include traits like resilience, empathy, critical thinking, or effective communication. Use specific examples or experiences to demonstrate how you have developed and applied these traits.

This personal reflection not only provides depth to your statement but also gives the admissions committee a clearer picture of who you are as an individual, beyond academic and professional achievements.

Career Goals and Aspirations

Discuss your career aspirations and how the program or position you are applying for aligns with these goals. This section should convey a clear vision of where you see yourself in the future and how the specific program or role will be a stepping stone toward that vision.

It’s important to show that you have a direction and purpose and that you see this opportunity as integral to your career journey. This not only demonstrates foresight and planning but also shows your commitment and seriousness about the path you are choosing.

Reasons for Choosing the Specific Program or Institution

Clearly articulate why you are applying to this particular program or institution. Discuss what specific aspects of the program, faculty, institution’s philosophy, or opportunities available are particularly attractive to you and why they resonate with your goals and preferences.

This shows that you have done your research and are making a well-informed decision. It also indicates that you have a genuine interest in what the program or institution uniquely offers, rather than a generic application.

Conclude your statement with a strong, memorable closing that encapsulates your main points and reaffirms your enthusiasm and suitability for the program or career. This is your final opportunity to leave a lasting impression, summarizing why you believe you are an ideal candidate.

The conclusion should tie back to your opening, creating a cohesive narrative that leaves the reader with a clear understanding of your passion, commitment, and readiness for the next step in your academic or professional journey.

What Does an Admissions Officer Look for in a Personal Statement?

When reviewing a personal statement, admission officers are looking for several key elements to assess the suitability of a candidate for their program:

• Clarity of Purpose: Admissions officers want to see a clear understanding of why the applicant wants to pursue a particular field or program. The statement should convincingly articulate the candidate’s passion, motivation, and how the program aligns with their career goals.
• Personal Insight and Self-Reflection: A strong personal essay offers insight into the applicant’s personality, experiences, and the factors that have shaped their decision to pursue a specific path. Admissions officers look for depth of reflection and a sense of how past experiences have driven the candidate’s current ambitions.
• Relevant Experience and Skills: It’s important for the statement to highlight any relevant academic, professional, or volunteer experiences that demonstrate preparedness for the program. Admissions officers are interested in how these experiences have contributed to the development of skills and knowledge pertinent to the field.
• Writing Quality and Structure: The ability to communicate effectively and coherently through writing is crucial. Admissions officers pay attention to the overall quality of writing, including grammar, clarity, coherence, and the ability to organize thoughts logically.
• Individuality and Authenticity: They seek to understand what makes each applicant unique. A personal statement should reflect the individual’s authentic self, showcasing unique perspectives, diverse experiences, and personal growth.
• Commitment and Passion: Demonstrating genuine enthusiasm and a strong commitment to the field is essential. Admissions officers look for candidates who are likely to thrive in the program and contribute positively to their field.
• Alignment with Program Values and Goals: Candidates who show that their personal and professional values align with those of the program or institution often stand out. Admissions officers look for indications that the candidate has researched the program and understands how it fits into their broader aspirations.
• Future Potential: Finally, they are interested in the applicant’s potential for future success and contribution to the field. A compelling statement should give a sense of the candidate’s ambition to go to college and how they intend to utilize the education and opportunities provided by the program to achieve their long-term goals.

The Best Personal Statement Examples

Here are some examples that illustrate effective writing styles, clear articulation of goals, and the ability to connect personal experiences to broader career or academic aspirations:

Personal Statement Example #1 

Personal statement example #2, college essay example #3, personal statement example #4, application essay example #5, personal statement example #6, personal statement example #7, personal statement example #8, personal statement example #9, personal statement example #10, personal statement example #11, personal statement example #12, personal statement example #13, personal statement example #14, personal statement example #15, key takeaways for writing a great personal statement.

When reflecting on the nursing personal statement examples provided, several key takeaways emerge that are crucial for anyone crafting their statement. These insights are vital for effectively conveying your passion, commitment, and suitability for a career in nursing:

• Clearly articulate your personal motivation for choosing nursing.
• Highlight your relevant healthcare experiences and achievements.
• Specify your interest in any particular nursing specialty.
• Showcase qualities and skills that make you suitable for nursing.
• Outline your long-term professional aspirations in nursing.
• Acknowledge the challenges and rewards in the nursing profession.
• Express dedication to ongoing learning and professional development.
• Ensure clarity, structure, and coherence in your statement.
• Customize your statement for each specific nursing program.
• Maintain authenticity and genuineness throughout your statement.

Final Thoughts: Personal Statement Essay Examples

These nursing personal statement examples and key takeaways provide valuable insights for anyone aspiring to enter the nursing freshman year. They demonstrate the importance of a well-crafted statement that blends personal motivation, relevant experiences, and a clear understanding of the nursing profession’s demands and rewards. 

An effective personal statement is not only a reflection of your qualifications and aspirations but also a testament to your passion, empathy, and commitment to the field of nursing. It’s a unique opportunity to showcase your individuality and suitability for a career that is as challenging as it is rewarding. 

• Personal Statements
• Midwifery Personal Statements

Midwifery Personal Statement Example

Sample statement.

For quite a long time I have known that my future career lies within the nursing profession but was unsure of my exact direction. In the last couple of years I have spoken to several different nurses and have attended hospital open days and two work placements and I am now convinced that midwifery is for me.

I have been very impressed with the midwives that I have met and feel that the opportunity to look after women throughout their pregnancy, labour, birth and beyond into the postnatal period would be very rewarding. Being involved with women and their families at such an exciting and yet still quite stressful time of life will enable me to use my communication skills and my abilities to care for people in a calm and non-judgemental way.

Being a good midwife is about having the medical skills and knowledge to guide a woman through a healthy pregnancy and to be alert to the earliest signs that something may be wrong. Caring for diabetic women in pregnancy is a particular interest, as my older sister was diabetic and experienced various complications during her pregnancy last year. Having a calm and dependable midwife was essential to her well being throughout the pregnancy.

It is very important for midwives to be aware of the latest medical knowledge and to inform and explain things to women as clearly and sympathetically as possible so that they can be empowered to make their own informed decisions. Although it would be emotionally challenging, I would like to gain experience working with women who have given birth prematurely or who have had a baby who is born with serious health problems. I believe I have the maturity to provide the support as well as the medical care necessary.

My two work placements so far have been in the maternity unit of my local hospital and out with a community midwife. These were two very different experiences but I thoroughly enjoyed them both. During my placement in the hospital I was able to help monitor a fetal heart beat and to chat to mothers whose babies were just a day old. My days out with the community midwife showed me just how variable this work is and I was excited by the chance to see families and babies in their own homes. The midwife that I shadowed was welcomed and treated as part of the family group, which showed me just how important midwives are in the wider community.

By doing a midwifery degree I hope to become as well qualified as possible on the medical side but I realise that being a good midwife is also about gaining experience of different situations. I would welcome the opportunity to work abroad at some stage of my early career, in a developing world situation. I was lucky enough to visit Kenya last summer with a project to raise awareness of childhood vaccination and to assist the vaccination teams. I met lots of mothers and children and saw how different their situation is compared to a typical family in the UK.

I am working hard to get the grades I need for university but outside work I enjoy playing badminton and painting with watercolours. Some of my time is also devoted to my new niece who is now 6 months old and who has become a very special person on my life. Seeing her grow and develop has confirmed my wish to work with mothers and babies and I am excited to start my journey into midwifery.

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PERSONAL STATEMENT EXAMPLES Midwifery personal statements

Discover personal statement examples written by students accepted onto midwifery and related courses. Read through the examples to help shape your own personal statement.

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Midwifery Personal Statements

Submitted by Amelia

Pre-Registration Midwifery Personal Statement

Something that has always enthralled me about becoming a midwife is t...

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Midwifery personal statements

On this page you'll find a collection of real personal statements written by students applying to study midwifery courses at university.

These personal statements are written by real students - don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement. 

Midwifery personal statement examples

More help with your personal statement.

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With this in mind, your personal statement should demonstrate a clear understanding of what the role involves, the challenges you’ll face, and the kind of skills, qualities, and values required.

We've asked admissions tutors to share their top dos and don'ts for nursing personal statements, and asked a careers adviser to create an example of how to write about your work experience – here's what they told us.  

Nursing personal statement basics – what to include

To structure it, try to write clearly and reflectively about:

• how you arrived at your decision to go into nursing
• why, specifically, you want to be an adult, child, mental health, or learning disabilities nurse
• how your experience and research has contributed to your understanding of the realities and challenges you'll face
• what it is about your skills, attitudes, values, and character that make the profession right for you
• anything you feel is especially relevant about your academic studies, or maybe a project you've undertaken

Some universities will score your personal statement against their specific selection criteria. Make sure you take a look at individual university websites, as these criteria may be listed for you to refer to. Look for nursing courses in our search tool .

Writing about relevant experience

Try to build up as much experience or observation as you can. Ideally this should be in a care environment, such as a hospital, clinic, GP practice, school, residential care or the voluntary sector. Any other experience of working with people is helpful too.

Back up these experiences by carrying out some relevant background reading or research –  Health Careers is a good starting point . Just talking to nurses about their work will also be valuable.  Nurse Ewout talks about his route into nursing . If possible, get to some university open days , as they’re great for picking up new insights and asking questions.

Then, when you write about all this in your statement, try to explain and reflect on:

• what you’ve learned about some of the realities of nursing, the challenges, constraints, and frustrations you’ll face (rather than the rewards), and the skills, qualities, and values you’ll need
• how you’ve demonstrated some of those skills, qualities, and values yourself through your experience, extracurricular activities, personal interests or achievements

The latter could include the responsibility and commitment you’ve shown through:  

• voluntary work
• the teamwork and interpersonal skills you’ve developed in your part-time job
• the empathy you’ve shown as a student mentor
• the leadership you’ve displayed as a guide or scout
• something specific that happened on a Duke of Edinburgh’s Award expedition, and so on

Tip:  Don’t waste space in your statement explaining what a nurse does – they know that! But if you’ve found out for yourself how nurses manage, prescribe, evaluate or critically review evidence when making decisions, do reflect on that.  

Focus on the field of nursing you're interested in

Most nursing admissions tutors expect you to apply for one specific field only, such as adult or child.

They'll expect you to choose between nursing and midwifery courses rather than apply to both at the same time. However, one university told us that you wouldn’t automatically be rejected if you are genuinely interested in the crossover between two different fields (same for nursing and midwifery), so do check first. Some universities also offer dual-field courses but you'll need to demonstrate a realistic understanding of the field(s) you’ve chosen.

For example, if you’re applying specifically for mental health nursing, you might want to reflect on your ability to understand other people’s perspectives or to advocate on their behalf. Or if you feel it’s appropriate to reflect on your own experience of mental health then, as one admissions tutor told us, the key is to explain how this has motivated you to become a nurse yourself.

For child nursing, you might wish to demonstrate your awareness of the diverse range of children you will nurse and the kind of challenges you expect to face. Similarly, for adult or learning disability, you could reflect on what you’ve learned from your interactions with elderly people, or how you’ve supported someone with a learning disability yourself.

The key words are ‘demonstrate’ and ‘reflect’. It’s not enough just to say you understand something – you need to show what it was that led to your understanding. Then, as Moira Davies, nursing admissions tutor at University of South Wales, advises, ‘highlight the skills you have that are transferable to the field of nursing you have chosen’.

If you’re interested in learning more about midwifery, read our guide .

Accuracy is vital

Nhs constitution.

For all degree courses that involve training within an NHS setting, there is likely to be some emphasis on values based selection, and how applicants' own values and behaviours align with the seven core values of the NHS Constitution . Familiarise yourself with this while writing your personal statement.

For more personal statement advice and examples, check out all our personal statement advice including how to write a personal statement and how to start yours .

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• FindAMasters
• Nursing Masters Personal Statement Sample

Written by Sarah Hastings-Woodhouse

This is an example personal statement for a Masters degree application in Nursing. See our guide for advice on writing your own postgraduate personal statement .

As a qualified nurse with over three years’ professional experience, I was immediately drawn to your MSc in Advanced Nursing, as I believe it will not only enable me to enhance my own clinical practice, but also to acquire the skills necessary to improve patient care on a wider scale.

I graduated with my Bachelors in Adult Nursing in 2018, and quickly secured a role as a Practice Nurse at a GP surgery. I very much enjoyed delivering care in a community setting and developed a deep interest in the long-term management of chronic conditions.

This course’s optional module in diabetes prevention and care particularly sparked my interest – having witnessed the impact of diabetes on countless patients and their families, I would be especially eager to develop and understanding of how it can be better managed, both at level of individual practice in and in terms of wider health policy frameworks.

I believe that my willingness to meet the challenges posed by Covid-19 has demonstrated that I am well-placed to train for a more senior role in my field. Over the past two years, I have been keen to deploy my skills at the frontline of our battle against the virus. In April 2020, was among the first health professionals in my trust to staff the newly-constructed Nightingale Hospital at London’s ExCel centre, where I would later deliver vaccinations to hundreds of people in early 2021. That summer, I decided to join my local Rapid Response and Treatment Team, where I responded to urgent referrals for seriously ill care home residents and helped to create treatment plans that would prevent hospital admission.

Since 2020, then, I have demonstrated my versatility by working in primary, secondary and social care settings. I have an in-depth understanding of how various branches of the NHS interact, which I believe would be invaluable when studying Nursing at Masters level.

Working as a registered nurse throughout the coronavirus pandemic has solidified my resolve to advance in a field that showcases the best of human resilience and compassion. However, it has also made clear to me an ever-growing need for structural change within the healthcare sector. For this reason, I was particularly drawn to the opportunities within this course to develop my management and leadership skills. I believe this will equip me with the skills needed to instate positive change and improve patient care at both an organisation and regional level.

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Personal statements for nursing and midwifery applicants

Introduction.

Your personal statement is an important part of your application for a pre-registration Nursing course . Here is some information about what we look for in a statement and where you can find out more.

Personal statements for nursing applicants

Finding advice on writing your statement

UCAS has a wealth of information and guidance on preparing your personal statement which you need to look at as well as this specific advice on applying for nursing courses at University of West London .

The UCAS advice covers, key points, what to include, dos and don'ts and size and presentation .

UCAS also alerts you to the use of 'similarity detection' to ensure your personal statement include:

• your personal account in approximately 600 words
• why you want to become a nurse
• why University of West London should invite you to a selection day to be considered for entry to the course.

Why your statement matters

The statement is your only chance to speak to us directly about the reasons why you have chosen your course, whether this is Adult, Child, Learning Disability or Mental Health Nursing.

You may be tempted to put all of these options down but this could be seen as you not being focussed and committed to one area of nursing.

So choose one branch of nursing and give a clear account of why you have chosen that branch.

All this will help us to decide on whether to offer you a place on a selection day.

Personal experience

It is helpful if in addition to general statements about wanting to help people if you could identify some previous personal experience that has influenced your choice.

For example you would need to say more than 'I was cared for when ill' or that you have 'worked as health care assistant'.

The account of your experience can be helpful to your application only if you can say in what ways it has influenced your choice.

Understanding care and compassion

In healthcare generally and specifically in nursing there is an emphasis on being both technically skilled, being able to do the technical and physical tasks required in providing treatment but also to show that you are able to care and be compassionate in your work with patients.

Caring and compassion are easy words to say but very hard to translate into actions that show an ability to understand and respond to the suffering experienced by people and make a difference.

This is something you may want to think carefully about and how you can convey your ability to be caring and compassionate.

Understanding the demands of your nursing course

Your personal experience also offers you the chance to establish that you understand what the demands of the course are for you in terms of theory, practical work and study, and what you will do to ensure you will be able to meet the challenge you have identified.

Writing within limits

The personal statement is an opportunity to show us how well you communicate your thoughts and ideas in writing within limits. This is a skill you will need on the programme.

The list of UCAS dos and don'ts are really helpful for this , we would encourage you to follow it so that we can see that you are able to communicate your ideas and experience.

You will help yourself by careful preparation of the personal statement, making sure it is relevant to the course you have chosen and rehearsing what you will write.

UCAS recommend you to prepare the statement offline in advance and then copy and paste your work into the application system.

This helps you to communicate with us and tell us why we should choose to interview you.

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Midwifery personal statement example 8.

To me midwifery is not about what it can do for me, it is about what I can bring to helping 2 women. It intrigues me how childbirth is the most natural thing a woman experiences in her 3 lifetime. To that woman it is a life changing experience both physically and mentally, so the 4 support she receives throughout this time is vital for herself and her child's wellbeing. 5 Therefore the 6 c's care, 6 compassion, competence, communication, courage and commitment are values that should be 7 implemented at all times. 8 I have applied to volunteer at the Oliver Fisher Neonatal unit at Medway Maritime Hospital. 9 I have also worked within the NHS as a domestic 10 assistant at 2 Hospitals in London for many years. This instilled in me the importance of team 11 work, as well as how to communicate with people. As I have a large family inevitably I have 12 spent time within nurseries and schools where I volunteered helping children with their 13 reading skills. More recently I volunteered for Cancer Research UK also BLISS. 14 I recently attended a midwifery conference at Canterbury Christchurch University, where I had 15 the opportunity to find out more information regarding the midwifery process and feel more 16 informed and very inspired by the student midwives and tutors I met during the 2 days. I was 17 inspired by the 18 support for teenage pregnancies and would relish the opportunity to work in this area. 19 I am a mother of 11, grandmother of 12 and great grandmother of 2. I have many experiences, 20 but I am aware that other women's experiences may be different from my own. No two births are 21 the same and neither are pregnancies. 22 I am very proud to say that I was present at 6 of my grandchildren's births, from the onset of 23 labour, 24 through to their birth. 25 My enrolment at Mid Kent College is something I am proud of. Last year I achieved my English 26 GCSE and Access to Health Certificate level 2. I enjoyed doing my project on my chosen topic 27 "birth choices" immensely. This year I am studying maths for GCSE and Access to Nursing and 28 Healthcare professions level 3 and have chosen a project on Preterm Birth. I am particularly 29 enjoying biology as it is fascinating. In my spare time I enjoy time with my family and many 30 grandchildren, taking them swimming or baking cakes together. I also enjoy playing pool and 31 have won trophies for such. I also believe it is never too late to achieve and with my own 32 hard work and dedication, plus help and support from wonderful tutors and fellow midwives this 33 can become reality. I am very much ready for the challenge of studying midwifery: Childbirth 34 is natural I feel it is "my calling".

Profile info

There is no profile associated with this personal statement, as the writer has requested to remain anonymous.

Author's Comments

Tried to keep it brief and relevant. So much to say and I prefer to talk face to face with people. Look forward to interview!

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50 Nursing Philosophy Examples + How To Write Your Own

From the first semester of nursing school, aspiring nurses learn about the ethics and values associated with becoming a nurse. However, there comes a time when each nursing student or nurse must decide what they value most and how to incorporate those things into their roles as nurses. This important step is often referred to as establishing a personal philosophy of nursing. Perhaps you have heard of nursing philosophies but are unsure how to develop your personal philosophy. Have you wondered or asked, "What are some good personal philosophy of nursing examples?" If this sounds like you, keep reading! In this article, I will share some insight about nursing philosophies and provide you with information about 50 nursing philosophy examples + how to write your own.

What Is A Personal Philosophy Of Nursing?

Does every nurse have a personal nursing philosophy, what are the key components of a personal nursing philosophy, • knowledge:, 7 reasons why having a personal nursing philosophy is so important for your career, what are some good personal philosophy of nursing examples.

HOW TO WRITE YOUR OWN PERSONAL PHILOSOPHY Of NURSING STATEMENT?

1. define what nursing means in your perspective., 2. ask yourself what personal experience relates to your passion for nursing., 3. consider how you want to impact patients, families, and communities through your role as a nurse., 4. highlight your skills., 5. define your personal and professional values., 8 questions to ask yourself when developing your own personal philosophy of nursing, question #1: why did i choose to become a nurse, how to find an answer to this question:, question #2: what are my personal beliefs about nursing, question #3: what qualities make someone a great nurse, question #4: what skills should all nurses have, question #5: why is nursing important to me, question #6: what theories do i have about nursing, question #7: what values should nurses consider important, question #8: would i choose this career again, useful online resources to learn more about nursing philosophy, blogs/websites, youtube videos, bonus 5 important things to keep in mind when writing your personal philosophy of nursing statement, 1. keep it simple., 2. show you are prepared for action., 3. be yourself., 4. be open to change if needed., 5. make a copy for yourself and keep it visible., my final thoughts, frequently asked questions asked by our expert, 1. what was florence nightingale's philosophy of nursing, 2. is there a set format or right way to write a personal philosophy of nursing statement, 3. how do i start my nursing philosophy statement, 4. how can a nurse determine whether her nursing philosophy is good, 5. how long should a personal nursing philosophy statement be, 6. when should i write my nursing philosophy, 7. can i change my nursing philosophy from time to time, 8. how to write the introduction of my personal nursing philosophy, 9. should nursing students have a personal philosophy of nursing, 10. does an informatics nurse have a personal philosophy of nursing, 11. do nursing organizations have their own philosophy of nursing, 12. how does nursing philosophy influence nursing practice, 13. is it required for every nurse to have a personal nursing philosophy, 14. what happens if a nurse does not have a personal philosophy of nursing, 15. what are some famous personal philosophy of nursing quotes.

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NHS England. NHS long term workforce plan. 2023. https://tinyurl.com/muw8c9aw (accessed 3 October 2023)

Nursing and Midwifery Council. Standards of proficiency for nursing associates. 2018. https://tinyurl.com/45pc95ve (accessed 3 October 2023)

Creating an effective personal statement for RNAs

Director of Nurse Education, School of Life and Health Sciences, University of Roehampton

View articles · Email Jo

Organisations are starting to redesign services to meet the changing health needs of the local community and align with the NHS Long Term Workforce Plan ( NHS England, 2023 ). These changes are creating new roles within a variety of settings, opening up the job market for the registered nursing associate (RNA). Applying for a new job can be a daunting and competitive process; standing out from the crowd is an essential criterion for success. When marketing yourself to potential employers, it is important to demonstrate that you have the qualities, skills and attributes they require, to convince them that you are the best person for the job.

Do your research

In the first instance when considering a new job, it is important to be sure it is what you want and where you want to work. If it is with a new employer, do your research: find out about its values and culture. As a health or social care provider, review its most recent Care Quality Commission report; review the latest news and developments shared on both its website and social media platforms. This will not only give an insight into it as a potential employer but also help with tailoring your personal statement and preparing for interview. More specifically, when considering the role, consider the job description and the person specification – is it clear what the role involves and what skills are required to undertake the role?

Adverts often include a contact person for an informal discussion; this is a great opportunity to interview them as a potential employer and get answers to questions about the organisation or the role. As an RNA, enquire about RNA roles in other departments and see how the role is being used across the organisation; it may even be possible to speak with an RNA already in post.

Applying for a role

The application form will consist of standard questions on previous employment and education. It is the personal statement section that provides the opportunity to showcase your skills and experience and to explain why you are the best candidate for the role. It is important to keep it concise and focused on the requirements of the role and to highlight how your skills and experience match these requirements.

Throughout the personal statement, reference should be made to the requirements of the job description and the personal specification. Take words and phrases from these to make it easier for the employer to see clearly how you are demonstrating the requirements of the role. Highlight your achievements and provide examples of how you have added value to previous roles. Use specific, measurable examples that demonstrate your skills and experience.

When looking to demonstrate performance in relation to professional practice, reflect on your previous studies, current and previous practice and the Nursing and Midwifery Council (NMC) Standards of Proficiency for Nursing Associates ( NMC, 2018 ). By taking the time to reflect, you will naturally start to realise the skills and qualities you possess and identify examples that can be quoted to support a claim that you have the experience or skills required.

‘Examples of how you have used your teamwork and collaborative skills could include taking the lead in a project or activity, resolving conflicts, or encouraging others to achieve a common goal’

Demonstrate your skills

Some of the skills you will identify will be specific; for example, recording 12-lead ECGs if working in a cardiology department. However, other skills will be non-specific; these are equally important and often referred to as transferable skills.

Transferable skills are identified within the NMC standards for RNAs ( NMC, 2018 ) but can often be overlooked by people focusing on practical skills. The modern job market values individuals who can adapt to changing circumstances and continuously learn and develop. The journey from health or social care support worker to RNA will have supported this development. As an RNA, the journey through academia will have exposed you to various subjects, teaching methods, and learning environments, developing your ability to adapt and acquire transferable skills.

Whether through considering case studies, research projects or practical assignments, you will have encountered and resolved various challenges, therefore developing strong problem-solving abilities. Providing examples will demonstrate analytical thinking and the ability to consider creative solutions. These could include an instance where you identified a problem, developed a strategy, and implemented it effectively within your practice or your studies. Linked to this may be how you have honed your teamwork and collaborative skills through completing group projects on your academic journey.

Many job roles within health and social care require employees to work effectively in teams. Examples of how you have developed and used your teamwork and collaborative skills could include taking the lead in a project or activity, resolving conflicts, or encouraging others to achieve a common goal.

Demonstrating excellent organisational and time management skills will strengthen the examples of transferable skills already identified. During your studies, you would have balanced multiple assignments, exams, and extracurricular activities simultaneously. In addition, if you completed your Nursing Associate Foundation Degree as an apprentice you would have been working at the same time as studying. Ensure you identify instances where you have effectively managed your time and prioritised tasks to achieve desired outcomes. These examples will demonstrate your ability to meet deadlines and handle the demands of a professional role.

Underpinning all of this is demonstrating your ability to communicate effectively and professionally. Communication skills will clearly be shown through the personal statement, not only via the examples used for all the other transferable skills but also in the presentation of the personal statement. Ensure that what has been written is presented in a professional manner in the chosen writing style and terminology used, that there is clarity of thought and proofreading has been employed.

Submitting your application

The last stage in the application process is the submission of the application. Different organisations use different approaches to this, so ensure you have checked the closing date and time and that you have left yourself sufficient time to make the application. Make sure you keep a copy of what you have written; this will be useful when preparing for interview. Interviewers may want to explore the examples you have given with you, and it is helpful if you can remember what you wrote.

A strategic approach

Selling yourself via your application and, more specifically, your personal statement involves strategically highlighting the skills you have acquired through your academic and professional journey. Research the organisation and the role, communicate clearly, demonstrate problem-solving abilities, emphasise adaptability, showcase teamwork skills, discuss time management, and express your passion.

By effectively communicating how your values and skills align with the department's needs, you can leave a lasting impression and increase your chances of securing the job. Box 1 provides some top tips on writing your personal statement. Remember, an application is not just an assessment of your qualifications, it is also an opportunity to showcase your unique strengths and potential contribution.

Box 1.Personal statement top tips

• Tailor your personal statement to the job description
• Think about transferable skills, not just practical ones
• Use active words to give impact
• Give examples, not just sweeping statements
• Highlight positive things that only you can bring
• Proofread for errors, clarity and fluency

• Open access
• Published: 03 June 2024

Employing a serious game intervention to promote adolescent school children’s perceptions of nursing and midwifery professions

• Gary Mitchell   ORCID: orcid.org/0000-0003-2133-2998 1 ,
• Debbie Rainey 1 ,
• Maria Healy   ORCID: orcid.org/0000-0003-3729-7285 1 ,
• Tara Anderson   ORCID: orcid.org/0009-0005-3611-3431 1 ,
• Patrick Stark   ORCID: orcid.org/0000-0003-2659-0865 1 ,
• Felicity Agwu Kalu   ORCID: orcid.org/0000-0002-2675-886X 1 ,
• Catherine Monaghan 1 &
• Mark A Linden   ORCID: orcid.org/0000-0002-3832-4102 1  

BMC Nursing volume  23 , Article number:  372 ( 2024 ) Cite this article

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To test a serious game intervention about nursing and midwifery perceptions among adolescent school children.

Nursing and midwifery professions face challenges in recruitment, with persistent gender stereotypes and a lack of clarity regarding the roles contributing to this issue. This study addresses the need for innovative approaches to reshape perceptions and encourage career exploration in adolescent school children.

Employing a pre/post-test design, this study involved 137 post-primary students aged sixteen or seventeen in the United Kingdom.

Data collection occurred between November 2022 to April 2023, involving three post-primary schools. Participants engaged with a digital serious game designed to address misconceptions and promote a more accurate understanding of nursing and midwifery. Participants completed pre- and post-intervention questionnaires, including an adapted version of the Nursing as a Career Choice Questionnaire. Statistical analyses included descriptive statistics, paired t-tests, and independent groups t-tests.

The serious game intervention resulted in statistically significant improvements in students’ perceptions across multiple domains. Overall, participants showed higher mean post-test scores (M = 139.57, SD = 15.10) compared to their mean pre-test score (M = 131.06, SD = 14.73) on the questionnaire. The domains of self-efficacy ( p  < .001), job prospects ( p  < .001) and social influences ( p  < .001) exhibited the most substantial positive changes. Female participants showed higher perceptions than males in pre- and post-tests and students from all-girls schools consistently scored higher than those from all-boys and mixed-gender schools.

Conclusions

A serious game about the nursing and midwifery professions appears to be capable of changing perceptions of self-efficacy and job prospects related to nursing and midwifery professions. The study suggests that a serious game intervention may have the potential to change adolescent perceptions of nursing and midwifery professions which may lead to their considering of these when making future career choices.

Peer Review reports

The global nursing and midwifery workforce, comprising approximately 27 million individuals, plays a pivotal role in health promotion, disease prevention, and care delivery, constituting nearly 50% of the entire global health workforce [ 1 ]. However, the current deficit of registered nurses accounts for greater than 50% of the global shortfall [ 2 ], with an estimated 900,000 global shortage of midwives [ 3 ]. The World Health Organization [ 1 ] estimates that an additional 9 million nurses and midwives are needed by 2030 to meet global demand. Nurses and midwives are integral to healthcare systems, and they have a crucial role in achieving universal health coverage [ 4 , 5 ]. Further, investing in nurses and midwives proves economically advantageous, as highlighted by the UN High-Level Commission on Health Employment and Economic Growth, showcasing a triple return of improved health outcomes, global health security, and inclusive economic growth [ 6 ].

Global shortages in nurses and midwives have led to much research on strategies to promote recruitment and retention in the healthcare workforce [ 7 , 8 ]. A notable challenge in this regard is the impact of misconceptions from individuals considering enrolment in relevant nursing and midwifery programmes [ 9 , 10 , 11 ]. These misperceptions align with those identified in a recent systematic review of the literature which found that while there exists substantial public trust in nursing, it often arises more from admiration for traditional, sentimental stereotypes of selfless, hardworking young women rather than a comprehensive understanding of the profession’s work and impact [ 12 ]. A study conducted in the UK showed that around 60% of the public expressed hesitancy toward pursuing a career in nursing [ 13 ]. The study, encompassing over 1000 members of the general public from England, identified factors such as ‘handling bodily fluids,’ ‘patient care tasks,’ and ‘job-related stresses’ as the primary deterrents. Furthermore, only 32% of respondents considered leadership a crucial attribute for nursing, while 23% recognised the significance of innovation in the profession. This study therefore demonstrates the public’s lack of understanding of the skilled nature of nursing by revealing widespread hesitancy toward pursuing nursing careers, coupled with a focus on more routine duties and a limited recognition of crucial attributes such as leadership and innovation within the profession [ 13 ]. An e-survey also found a public misinterpretation of the role of the midwife and highlighted a lack of understanding of their high level of skill and expertise [ 14 ]. These results highlight the prevalence of outdated perceptions about the nature of nursing and midwifery among a considerable portion of the public [ 15 , 16 , 17 ].

While there are several interventions that could be employed to promote public understanding of nursing and midwifery, recent research has recommended more contemporary approaches using digital technologies [ 18 , 19 , 20 ]. Continuing the exploration of innovative approaches to promote public understanding of nursing and midwifery, gamification and serious games may emerge as a strategy worth investigating in the context of adolescents considering healthcare careers. In recent years, the integration of digital gaming, often referred to as ‘gamification,’ has gained traction in both business and health sectors [ 21 ]. Gamification involves applying game-design elements and principles in non-game contexts to engage and motivate users towards specific goals. Within this, ‘serious games,’ designed to fulfil educational needs through interactive gameplay, have become recognised as effective tools in healthcare and education settings [ 22 , 23 ]. Unlike entertainment-focused games, serious games are specifically designed to address educational objectives by delivering content in an engaging and interactive format [ 24 ]. These games often incorporate elements such as challenges, immediate feedback, and progression systems to enhance learning outcomes. While serious games have demonstrated educational benefits for students and professionals in healthcare [ 25 , 26 ], their application in reshaping adolescent perceptions of nursing and midwifery remains unexplored. Serious games offer a unique opportunity to engage adolescents in meaningful learning experiences while challenging misconceptions and stereotypes associated with nursing and midwifery careers. By immersing players in interactive scenarios that mirror real-world challenges and responsibilities within nursing and midwifery professions, serious games offer an avenue for individuals to gain insights into the complexities and rewards of these careers. Through engaging gameplay experiences, players can explore diverse aspects of healthcare practice, allowing them to develop a deeper understanding and appreciation for the field while fostering interest in pursuing healthcare careers. Therefore, further exploration and research into the potential of serious games as a tool for promoting understanding and interest in nursing and midwifery among adolescents are warranted.

The aim of this study was, therefore, to evaluate the use of a digital serious game among sixteen- and seventeen-year-old students with the goal of addressing and dispelling misconceptions surrounding nursing and midwifery. By engaging young individuals when they are considering their future careers, we aim to present a more accurate understanding of the nursing and midwifery professions. Greater awareness may also potentially influence players to find out more about undertaking a career as a nurse or midwife.

Study design

This research employed a pre/post-test design where each participant acted as their own control. We sought to test whether a brief serious game intervention, lasting approximately three minutes, would be capable of altering post primary student’s perceptions of nursing and midwifery professions. The dependent variable was measured using a modified version of the Nursing as a Career Choice Questionnaire [ 27 ]. Our independent variables comprised gender of the students, gender composition of the post-primary school, and pre versus post-test perceptions. Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) reporting guideline informed the reporting of this intervention evaluation. A copy of this is available from the corresponding author on request.

Participants

Participants were adolescents aged sixteen or seventeen years attending a post-primary school in Northern Ireland. Three post-primary schools were selected to focus on the gender make up of each. Therefore, we included one each of a mixed gender, all-boys and all-girls school. The selection of schools was convenience-based, as they had previously collaborated with the host institution at careers fairs, albeit not specifically focused on nursing or midwifery careers. These schools were situated within a single county in Northern Ireland and, apart from gender, exhibited limited diversity in other demographic aspects.

The chosen sample size allowed for an initial exploration of the intervention’s impact across diverse school settings, prioritising feasibility and potential effectiveness over statistical power calculation in this early-stage study. Therefore, utilising one all-girls school, one all-boys school, and one mixed-gender school allowed for an exploration of the intervention’s impact. Given the study’s nature as an early test of the intervention, the selected sample size provided a reasonable scope for assessing initial effects and gathering preliminary data to inform future research and intervention development. Furthermore, the absence of a power analysis aligns with the typical approach in early-stage intervention studies, where feasibility and potential effectiveness take precedence over statistical power calculation.

Serious game intervention

The development of a digital serious game, titled “Nursing and Midwifery as a Profession”, ( https://games.focusgames.co.uk/QUB_nursing_as_profession/game/ ) was primarily designed by the authors (GM, DR, MH, FK, CM & ML) in 2022. Initially, the authors consulted with current registered nursing and midwifery students at their university’s monthly ‘student voice forum’ to determine ways in which the professions of nursing and midwifery could be promoted to adolescent school children who could be considering their career options. Several students suggested that the use of a brief intervention would be helpful with a view to dismissing common misconceptions about these professions and promoting potential career pathways. As a result, the authors designed a digital serious game based on student feedback. The web-based serious game operates on any device equipped with an internet connection, utilising HTML5 technology. Players navigate a designated pathway towards the finish line, accomplishing this task by engaging with a series of multiple-choice questions focused on nursing and midwifery. These were drawn from a bank of approximately eighty questions and presented in a random sequence, adding an element of unpredictability to the gameplay.

The intervention was designed alongside guidance from the Northern Ireland Practice and Education Council for Nursing and Midwifery (NIPEC: https://nipec.hscni.net/ ). NIPEC guidance provided relevant information regarding career pathways, pay scales, course requirements and so on. In the interactive digital serious game focused on the nursing and midwifery career and this was designed for solo play. Upon playing the game, players are presented with a series of questions and their objective is to get as many of these correct within the time limit. Each question challenges players with aspects related to nursing and midwifery careers, such as debunking misconceptions (e.g., determining if nurses and midwives are akin to doctors’ assistants), clarifying work settings (e.g., exploring whether nurses and midwives exclusively work in hospitals), and gauging educational qualifications (e.g., identifying the highest degree qualification achievable – diploma, bachelor, masters, doctorate, etc.). Following each question, players receive informative blurbs that reinforce correct answers or provide insights into the correct response. Players who excel in answering questions accurately can join an online leader board and share their scores, with the view of fostering a sense of achievement and competition.

At the game’s conclusion, players are presented with options to delve deeper into the nursing and midwifery professions. They can access additional resources, including a link to an informative website dedicated to nursing and midwifery careers ( https://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/ ). Moreover, players can opt to watch a 20-minute video offering a more in-depth exploration of careers ( https://www.youtube.com/watch?v=Xk9qph4Y8F4 ) or listen to a forty-five minute podcast featuring current nursing students discussing their experiences and insights about the courses ( https://www.youtube.com/watch?v=6RadoRuPRKA ). These aspects are not part of the serious game, rather they are placed as an additional information section at the conclusion of the game.

Images of serious game intervention

We assessed pre- and post-intervention perceptions of the nursing and midwifery professions using the Nursing as a Career Choice Questionnaire [ 27 ]. This questionnaire, known for its well-established psychometric properties, consists of 35 items categorised into six factors. The first factor, personal interest, measured students’ personal interest in the nursing and midwifery professions in relation to, for example, the altruistic and social nature of the job (e.g. ‘Nurses and midwives desire to help others’). Secondly, prior healthcare exposure, explored previous experiences of healthcare which may influence career choice (e.g. ‘In taking care of a sick family member’). Next, the self-efficacy factor, reflected students’ belief about competence to perform actions required of nurses and midwives (e.g. ‘nurses and midwives can make independent decisions at work’). Perceived nature of work related to how the characteristics of the profession were perceived (e.g. ‘nurses and midwives do not mind attending to other’s hygiene needs’). The job prospects factor then focused on future job security (e.g. ‘nursing and midwifery ensures a stable job’). Finally, social influences which may impact career aspirations were measured (e.g. ‘nurses and midwives are well respected’).

To ensure the questionnaire’s relevance to both nursing and midwifery professions, the authors performed an adaptation process. The items were carefully modified to encompass aspects specific to midwifery. For instance, original items like ‘nursing careers reflect well of one’s academic ability’ were adjusted to ‘nursing and midwifery careers reflect well of one’s academic ability.’ This adaptation aimed to maintain the questionnaire’s validity and comprehensiveness in capturing perceptions of both professions. The authors conducted a preliminary face validity assessment by administering the adapted questionnaire to a pilot group of six students aged 16. This small-scale testing aimed to ensure clarity, relevance, and understanding of the questionnaire items among the target age group. While the pilot sample size was limited, the insights gained from this initial assessment confirmed understanding amongst the group.

Participants respond via a 5-point Likert scale from 1 ‘strongly disagree’ to 5 ‘strongly agree’. Scores ranged from 35 to 175. Each subscale had varying potential ranges of scores: 5–25 (personal interest & perceived nature of the job), 6–30 (prior healthcare exposure), 4–20 (self-efficacy), 7–35 (job prospects), 8–40 (social influences). Cronbach’s alpha for the questionnaire had been determined as 0.94. The adapted questionnaire also showed high internal consistency with a Cronbach’s alpha of 0.90. Our post intervention measurement pack also included closed-ended questions intended to assess the acceptability of the serious game to students. Questions included, ‘What did you learn about nursing or midwifery from the game?’, ‘How, if at all, have your views about nursing and midwifery changed from playing the game?’, and ‘Do you think young people of your age in other schools would benefit from playing this game?’

Ethical approval

This research received full ethical approval from an institutional ethical review board at the lead authors University (Ref: MHLS 22_122). Three teachers, involved with career development at the post-primary schools, acted as gatekeepers for this study. The gatekeepers sent both students and their parents/guardians’ information about the study explaining its purpose along with their rights to confidentiality, benefits or risks of taking part and data protection. Parents/guardians could deny their child’s participation in the study be returning an opt-out form to the gatekeepers. No parent/guardian chose to opt their child out of participation. All participants were aged 16 or older and provided informed consent to participate, collected via an online form, prior to their recruitment. Participants also received a £10 online gift certificate in thanks for their participation. This work was conducted in accordance with the Declaration of Helsinki.

Data collection

We collected data between November 2022 and April 2023. Having identified three post-primary schools willing to take part in the research, we asked careers teachers (the gatekeepers) to contact students and their parents/guardians on our behalf. Gatekeepers emailed the ethics materials necessary to provide informed consent to both the students and their parents/guardians. Students and their parents/guardians were given a minimum of one week to consider whether they wished to participate in the research. Students were then emailed a link to the pre-test questionnaire pack which contained consent questions, together with some basic demographic information (gender, name of school and experience of the nursing profession) and the adapted Nursing as a Career Choice Questionnaire. Approximately two weeks later students were emailed a further link to the serious game. After playing this, they were asked to complete the post-test questionnaire. Students provided their email address to enable matching between their pre and post-tests questionnaires. After matching had taken place, all email addresses were deleted from the dataset.

Data analysis

The pre- and post-test datasets were matched prior to analysis using email addresses. All analyses were conducted in SPSS version 28. The nursing and midwifery perceptions questionnaire was coded on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) with higher scores reflecting more positive perceptions. Total and mean scores were calculated for each domain. Descriptive statistics were first performed to find details of gender distribution, age, and school type (all girls, all boys and mixed gender). Box plots were drawn for differences in pre- and post-test scores for each domain of the questionnaire to examine the data for outliers. Tests of normality were also performed on these variables. Paired t-tests were performed on each domain of the nursing and midwifery perceptions questionnaire to test the null hypotheses that the mean difference in scores in each domain between the pre- and post-test conditions will be equal to zero. A total score for both the pre- and the post-questionnaire was calculated, and an independent t-test was also conducted to investigate gender differences on perceptions of nursing and midwifery.

In total, nine comparison analyses were conducted in this study. Therefore, a Bonferroni correction was applied to the alpha value when determining the statistical significance of the results of these analyses to reduce the risk of false positives associated with multiple comparisons [ 28 ]. Alpha (0.05) was divided by this total number of comparisons (9) to give an alpha value of α = 0.0056. Results were therefore only considered to be statistically significant if their associated p -value was 0.0056 or below.

In total, 137 participants (Table  1 ) were recruited to evaluate the impact of a serious game on perceptions of nursing and midwifery professions as assessed by pre- and post-questionnaires.

Missing data

A total number of 137 participants responded to at least one of the questionnaire time-points in the study, i.e. pre-test, post-test, or both time-points. 134 participants completed pre-testing while 137 participants completed post-testing. If a participant was missing either pre-test or post-test data, they were excluded from paired analysis.

Closed-ended questions

Prior to playing the game, 25.4% ( n  = 34) stated that they were considering a career in nursing or midwifery, while 66.4% ( n  = 89) stated they were not considering this career, and 8.2% ( n  = 11) stated they might consider it. Post playing the game, 37.2% ( n  = 51) stated that they would consider a career in nursing or midwifery, while 51.8% ( n  = 71) stated they would not consider this career, and 10.9% ( n  = 15) expressed uncertainty or mentioned they might consider it. In response to the question, ‘Do you think young people of your age in other schools would benefit from playing the game?’, 81.8% ( n  = 112) stated yes, 13.1% ( n  = 18) stated maybe and 5.1% ( n  = 7) stated no.

Pre and post intervention changes in perceptions

Paired t-tests were conducted on overall questionnaire pre- and post-test scores, as well as on each domain of the questionnaire. Participants showed higher mean post-test scores ( M  = 139.57, SD  = 15.10) compared to their mean pre-test score ( M  = 131.06, SD  = 14.73) on the overall questionnaire, a statistically significant mean increase of, M  = 8.51, 95% CI [6.01, 11.02], t (133) = 6.73, p  < .001, with medium effect size ( d  = 0.58).

Paired t-tests on each domain of the questionnaire showed that the intervention increased student perceptions about nursing and midwifery professions across all six domains of the questionnaire. For three domains (self-efficacy, job prospects, and social influences), these differences were statistically significant at the p  < .001, i.e., below the Bonferroni-corrected alpha cut-off of p  = .0056. The difference between pre- and post-test means for personal interest ( p  = .05), prior healthcare exposure ( p  = .06), and perceived nature of work ( p  = .03) were not statistically significant. Table  2 shows the means, standard deviations, 95% CIs and effect sizes for these tests.

Gender differences in student perceptions

Independent t-tests were conducted to explore gender differences in student perceptions of the professions at both the pre- and post-test level on total questionnaire scores. Female participants scored statistically significantly higher than male participants at both time-points. Further details are presented in Table  3 .

Impact of school type on student perceptions

Participants attending an all-girls school scored consistently higher across all domains of the questionnaire at both pre- and post-test levels than both those attending an all-boys school and a mixed gender school. See Table  4 for means and standard deviations (SD) for pre- and post-perceptions scores by school type. These results are also presented based on gender for the mixed-gender school to highlight any differences which may be due to gender rather than school type. Participants attending an all-girls school also scored higher than female participants who attended the mixed-gender school.

This study introduces a novel intervention, the digital serious game titled “Nursing and Midwifery as a Profession,” designed to address misconceptions and promote a more accurate understanding of nursing and midwifery among 16-17-year-old students. The results demonstrate positive changes in students’ perceptions across the domains of self-efficacy, job prospects and social influences, indicating that the serious game intervention did impact on how participants viewed the nursing and midwifery professions. The findings align with previous research on interventions aimed at altering perceptions of healthcare professions, emphasising the potential of innovative approaches like serious games in reshaping attitudes [ 29 , 30 , 31 ].

The serious game elicited statistically significant increases in perceptions across three domains of the questionnaire: self-efficacy, job prospects and social influences. On the other hand, three domains did not show statistically significant increases: personal interest, previous healthcare exposure, and perceived nature of the work. By engaging students in a serious game that showcased the skills, challenges, and rewards of nursing and midwifery, the game may have boosted student confidence in their ability to pursue such careers (self-efficacy), provided insight into the potential career paths and opportunities available in these professions (job prospects), and highlighted the positive societal impact and support networks associated with nursing and midwifery (social influences). The significant increases in perceptions of self-efficacy, job prospects, and social influences resulting from the serious game intervention likely stem from its interactive nature, immediate feedback system, and focus on myth-busting and career exploration within nursing and midwifery. By engaging students in a digital format featuring multiple-choice questions and explanatory blurbs, the game educated participants about the skills, challenges, and rewards associated with these professions. Moreover, the multiple-choice questions (MCQs) likely played a crucial role in influencing the significant outcomes, as they were tailored to focus more on areas such as myth-busting, career prospects, and societal impact, which aligned with the domains showing improvement, such as self-efficacy, job prospects, and social influences. This targeted approach may have contributed to reinforcing positive perceptions and attitudes towards nursing and midwifery careers among participants.

Conversely, the domains of personal interest, previous healthcare exposure, and perceived nature of the work may not have shown statistically significant increases due to various factors. Personal interest in a career is often influenced by individual preferences and experiences that may not be easily altered by a single intervention like a serious game. Similarly, participants’ previous exposure to healthcare settings or professions might have already shaped their perceptions, making it more challenging for the intervention to create significant changes in this regard. Additionally, altering deeply ingrained perceptions of the nature of nursing and midwifery work may require more long-term interventions beyond the scope of a single serious game session. This could also be attributed to the limitations of the game format in addressing deeply ingrained perceptions, individual preferences, and experiences. For instance, altering perceptions of the nature of nursing and midwifery work, which may be based on deep-rooted stereotypes, might require more extensive interventions beyond the scope of a single game session. Similarly, participants’ previous exposure to healthcare settings or professions might have already shaped their perceptions, making it challenging for the game to create significant changes in this regard. Therefore, while the serious game intervention showed promising results in certain domains, its effectiveness in altering deeply entrenched perceptions or preferences may be limited.

With regards to gender of participants, the comparison of male and female student perceptions before and after engaging with the serious game revealed females to score statistically significantly higher at both levels. This highlights the traditional gender-related barriers to nursing and midwifery careers that have been well documented [ 32 , 33 ]. Although it is promising that both male and female perceptions increased following engagement with the game, females continued to score higher suggesting males may need further education regarding nursing and midwifery careers beyond that of a short serious game. It is important that gender-based disparities in post-primary school students’ perceptions are addressed to help dispel stereotypes and encourage a diverse pool of individuals to explore becoming nurses or midwives [ 34 ].

The reason for these results may be because the field of caregiving, particularly within the healthcare sector, is heavily associated with femininity, and both the nursing and midwifery professions have a solid foundation rooted in female representation [ 35 , 36 ]. Despite concerted efforts to achieve greater gender equity seen in many other professions, the representation of men in nursing remains around 10% in high-income countries [ 37 , 38 ], with approximately 2.5% of men in midwifery [ 39 ]. Various factors contribute to this persistent gender imbalance. The media often portray men in nursing negatively, perpetuating stereotypes that hinder a more diverse representation [ 40 ] and male midwives are often from these platforms. Discrimination against male nurses has also been reported to persist among patients and staff [ 41 , 42 , 43 , 44 ]. Similarly, the bias against male midwives from their female midwifery colleagues is highlighted with some expressing how they believed in diversity, while others had concerns about men in the profession [ 39 ]. Historically, a range of stereotypical believes exist continuing this bias and hindering men becoming midwives; for example, that women prefer a female midwife or that male midwives cannot care effectively for women because they cannot become pregnant and give birth [ 36 ]. Research indicates that the low participation of men in nursing can be traced back to hesitancy among career teachers to recommend nursing as a viable career option for male individuals [ 45 , 46 ].

Furthermore, the perceived low pay and status of nursing and midwifery as professions may have detrimental effects on boys’ perceptions [ 47 ]. Boys might view nursing as an extension of women’s work with low social status, fostering the belief that nursing is not a suitable profession for men [ 48 , 49 ]. The stigma and negative perceptions associated with nursing and midwifery as low-status jobs could reinforce boys’ reluctance to consider nursing as a viable career option. Additionally, stereotypes, prejudices, and the relatively lower remuneration in the healthcare sector compared to other professions may further dissuade boys from pursuing nursing [ 50 ]. These factors collectively create barriers for boys in considering nursing as a career choice, highlighting the urgent need for a shift in societal attitudes and the establishment of a male-inclusive environment to encourage greater participation of boys in nursing and midwifery professions [ 47 , 48 , 49 , 50 ]. This context may contribute to the observed lower baseline and maximum perceptions among boys in this study.

Interventions like the serious game, may go some way to help challenge and dispel the perception that nursing, and midwifery are exclusively a profession for women, recognising its inclusivity and diverse appeal. Although the serious game intervention exhibited positive effects across three of the six above named domains, distinctions based on school type were also noted, with students from the all-girls school consistently scoring higher across all domains. This effect of school type was seen in addition to gender differences as those attending an all-girls school also scored higher than females who attended a mixed-gender school. This observation concords with another study which employed the ‘Nursing as a Career Choice Questionnaire’ [ 27 ] to assess their ‘Make a Difference with Nursing’ intervention among post-primary school students [ 29 ]. While the precise reason for this discrepancy remained unclear, the authors suggested that career’s teachers at an all-girls school may be more likely to discuss nursing and midwifery careers with their students, possibly due to the traditionally female dominated nature associated with nursing careers [ 35 ]. It is important, therefore, that interventions address such influences and increase the promotion of nursing and midwifery careers within mixed-gender and all-boys schools. Our findings highlight the importance of considering environmental and contextual factors such as school type and information provided by careers teachers in designing interventions and tailoring approaches to address specific concerns or preferences within diverse educational settings.

The effectiveness of the serious game in positively influencing perceptions of nursing and midwifery professions can be attributed to its alignment with the pedagogical principles of constructivism [ 51 , 52 ]. By incorporating interactive questions and myths within the serious game, participants were engaged in active learning experiences, allowing them to construct their own understanding of nursing and midwifery concepts. The asynchronous nature of the gameplay also facilitated self-directed learning, enabling users to progress at their own pace and engage with feedback mechanisms that reinforced correct answers. Moreover, the incorporation of game-based learning principles, such as challenge, feedback, and interactivity, may have further enhanced user engagement and motivation as noted in previous studies [ 53 , 54 ]. This aligns with previous research demonstrating the effectiveness of serious games in healthcare education, highlighting their potential to foster motivation and knowledge acquisition among learners. Furthermore, in the context of nursing and midwifery, where predetermined gender biases or prejudices may exist, the self-led nature of the multiple-choice question format allows players to interpret and shape their learning experiences based on their unique backgrounds and perspectives. This aspect of individual interpretation and knowledge construction is fundamental to the constructivist approach, as it recognises the diversity of learners and their ability to create personal meaning from educational content. Therefore, this study’s serious game, focused on dispelling misconceptions about nursing and midwifery, adds to the growing body of literature supporting the efficacy of gamification in healthcare education [ 22 , 55 , 56 ]. However, given the scope of this study, the authors also acknowledge the need for ongoing evaluation, considering factors such as entertainment value, usability, and learner attitudes, to ensure the effectiveness and relevance of this serious game among adolescent school children.

Strengths and limitations

The study has several notable strengths that enhance the reliability and relevance of its findings. Firstly, the use of a well-established questionnaire, even with minor modifications, provides a structured and standardised approach to measuring perceptions of the nursing and midwifery professions. The employment of a pre- and post-test design allows for an examination of the intervention’s impact before and after playing. Moreover, the inclusion of diverse school types, including all-girls, all-boys, and mixed gender schools, contributes to the generalisability of the study’s findings across various educational settings. Additionally, the explicit consideration of both male and female student perceptions ensures a deeper understanding of the intervention’s effects across genders. Overall, these methodological choices strengthen the study’s internal and external validity, providing a robust foundation for the interpretation of results and potential implications for future nursing and midwifery recruitment interventions.

While our study had several strengths, there were also some limitations. Firstly, the questionnaire used in our study underwent important modifications, including the addition of items relevant to midwifery, and was not formally revalidated. Nevertheless, we prioritised face validity to ensure the questionnaire’s relevance and appropriateness for the study context. The addition of midwifery to the questionnaire also meant that participants could not distinguish their perceptions of nursing and midwifery separately. This may have impacted findings as participants could not express any difference in perceptions between the two careers; for example, if one was more highly regarded as a career choice than the other the inability to separate this may have resulted in lower scores for the professions taken together.

Secondly, our study employed a self-report measure to assess perceptions of the nursing and midwifery professions. While we acknowledge there is a susceptibility to social desirability bias, efforts were made to mitigate this by ensuring students had no direct contact with the research team. Thirdly, our sample size was small and localised to three schools within one region of the UK, therefore caution is warranted in generalising the results. Furthermore, it is essential to note that our intervention focused on specific nursing and midwifery degree programmes offered in the UK (England, Scotland, Wales and Northern Ireland), raising questions about the broader applicability of our findings. In addition, it is not possible to draw conclusions regarding the retention of any changes in perceptions as post-test data was obtained directly after engagement with the game. An additional questionnaire at a later time-point may help to explore any maintained impact of the game.

This study contributes valuable insights into the use of a digital serious game to alter perceptions of nursing and midwifery among adolescents. The positive changes observed in three out of six domains, the lack of significant gender-based differences, and the consideration of school type variations provide a comprehensive understanding of the intervention’s impact. The findings emphasise the potential of innovative approaches, like serious games, to influence attitudes and contribute to the broader goal of addressing workforce shortages and promoting diverse participation in nursing and midwifery. Future research could explore additional dimensions, including long-term effects and the scalability of such interventions across different cultural and educational contexts.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

The authors express their gratitude to registered nurses, registered midwives, academic colleagues, and undergraduate students from the host institution for their generous contribution in peer-reviewing the serious game and offering valuable feedback before the testing phase.

This project was funded by the Burdett Trust for Nursing as part of their Small Grant scheme in 2022.

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All authors have agreed the final version of this paper and agree to be accountable for this research. All authors have also met criteria adapted from McNutt et al. Proceedings of the National Academy of Sciences, Feb 2018, 201715374; DOI: https://doi.org/10.1073/pnas.1715374115 ; licensed under CC BY 4.0. The authors been involved in substantial contributions to the conception (GM, ML, DR, MH, FK and CM), design of the work (GM, ML, DR, MH, FK and CM), the acquisition, analysis, interpretation of data (TA and PS), have drafted the work or substantively revised it (GM, ML, TA, DR). All authors have read and approved the final manuscript.

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This work was conducted in accordance with the Declaration of Helsinki [ 57 ]. Ethical approval was provided by the Faculty of Medicine Health and Life Sciences Research ethics committee at the authors institution Ref: MHLS22_122. Informed consent was provided by all participants prior to taking part. All participants were aged 16 years or older.

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Mitchell, G., Rainey, D., Healy, M. et al. Employing a serious game intervention to promote adolescent school children’s perceptions of nursing and midwifery professions. BMC Nurs 23 , 372 (2024). https://doi.org/10.1186/s12912-024-02045-1

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Received : 18 February 2024

Accepted : 27 May 2024

Published : 03 June 2024

DOI : https://doi.org/10.1186/s12912-024-02045-1

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