Empowering Nurse Educators through Continuing Professional Development: Educational Gaps Revealed by 2025’s Most Influential Nursing Research
by Maria M. Ojeda, DNP-PhD, MPH, BA, ARNP, RN, FNP-C, BC-ADM, Director of Nursing Research | June 10, 2026
Nursing is a 'practice science,' requiring strong evidence for both clinical and classroom education. However, a critical gap has emerged in the academic training received by modern nurse educators. Doctoral programs heavily emphasize quantitative mechanics, but frequently leave a significant deficit in qualitative research expertise (Atta et al., 2023). Simultaneously, while instructors generally view advanced educational technologies positively, they report substantial literacy gaps when it comes to safely and effectively deploying generative AI in their pedagogy (Ehmke et al., 2025). To address these specific knowledge deficits and ultimately prepare students for modern healthcare realities, robust professional development opportunities for faculty are essential. Recommended strategic interventions include structured continuing education programs, targeted micro-credentials, and formalized faculty mentorship.
Aligning Faculty Development Needs with 2025’s Most Influential Nursing Research
The global scholarly landscape strongly supports the necessity for targeted training. To determine which topics dominated the field, we isolated the top three most cited nursing research articles of 2025. Given the high volume of global nursing research, with 10,926 articles published worldwide that year, we utilized Google's Gemini AI to search library databases, Google Scholar, the 2025 Journal Citation Reports (JCR), and Scopus CiteScore metrics to locate the top three most cited articles.
Top Topic 1: Qualitative Research Methods. Watson's systematic review (cited 39 times) emphasized using qualitative methods, like phenomenology, to better interpret complex patient experiences. This is necessary to balance increasing quantitative measures with the need for empathy.
Top Topic 2: AI and Human Collaboration. Al Khatib and Ndiaye's review (cited 33 times) concluded that AI will increase efficiency by automating tasks and aiding clinical decisions. The future nursing role is expected to evolve into a "coach," focusing on the human touch to help patients achieve health goals. Therefore, AI training is crucial for safe and ethical implementation.
Top Topic 3: Generative AI in Nursing Education (e.g., ChatGPT). Amankwaa et al.'s scoping review (cited 22 times) examined how Generative AI is being used across five areas, including assessment, simulation, and content development. To integrate tools like ChatGPT effectively, schools need a clear plan. This involves training students and faculty on proper tool use, blending AI with traditional lessons to boost critical thinking, and establishing clear rules for academic integrity. Experts recommend continuing research to make AI smarter at understanding medical facts and to study how AI use affects students' development of caring choices.
These highly cited studies suggest that nursing educators must actively engage students in both qualitative methods and AI. Closing the faculty training gaps through robust, continuing professional development is the first step toward cultivating the technological competence and humanistic skills required for the future nurse.
What do you think?
- Do these articles reflect your immediate interests or concerns as a nurse educator?
- How should we best address nursing educators’ training needs?
- How can we restructure the curriculum to cultivate both technological competence and the humanistic skills required for the future nurse?
References
- Al Khatib, I., & Ndiaye, M. (2025). Examining the role of AI in changing the role of nurses in patient care: systematic review. JMIR Nursing, 8(1), e63335. doi: https://doi.org/10.2196/63335
- Amankwaa, I., Ekpor, E., Cudjoe, D., Kobiah, E., Fuseini, A., Diebieri, M., Gyamfi, S., & Brownie, S. (2025). Patterns, advances, and gaps in using ChatGPT and similar technologies in nursing education: A PAGER scoping review. Nurse Education Today, 153, 106822. https://doi.org/10.1016/j.nedt.2025.106822
- Atta, S., Mansoor, S., & Malik, S. (2023). Challenges in conducting qualitative research among nurse educators. Journal of Pakistan Medical Association, 73(3), 512-515. https://doi.org/10.47391/JPMA.6111
- Ehmke, S., Bridges, J., & Patel, S. (2025). Self-perceived knowledge, skills, and attitude of nursing faculty on generative artificial intelligence in nursing education: A descriptive, cross-sectional study. Teaching and Learning in Nursing, 20. https://doi.org/10.1016/j.teln.2025.01.029
- Watson, A. (2025). A postmodernist qualitative research approach: Choosing between descriptive and interpretive phenomenology. Journal of Advanced Nursing, 81(10), 6968-6973. https://doi.org/10.1111/jan.16730
Dr. Maria M. Ojeda, the Director of Nursing Research at Kaplan North America, holds a dual doctorate (Doctor of Nursing Practice & Doctor of Philosophy) in Nursing, as well as a Master of Public Health and a Bachelor’s in Psychology. She has been involved in conducting Nursing and Healthcare research for approximately 27 years. She has designed both qualitative and quantitative studies, published in peer-reviewed journals, presented at professional conferences at the local, regional, and national levels, and served as a peer reviewer for several journals. She is licensed as a Family Nurse Practitioner in the State of Florida and as a Registered Nurse in Florida, Illinois, and Vermont. She holds certifications as a Family Nurse Practitioner and is also Board Certified in Advanced Diabetes Management. Her clinical experiences are in the areas of Medical/Surgical and Intensive Care nursing and Adult, Gerontological, and Occupational/Employee Health nurse practitioner. She has a total of 18 years of experience in Nursing education at the undergraduate and graduate levels, as well as in the development and presentation of professional continuing education courses.