Slow movement in nursing education: a discussion paper based on an empty scoping review.

Aim: To map the existing evidence, identify gaps and critically discuss the Slow Movement concept as applied to nursing education.

Background: Nursing education is characterised by enormous pressure that may affect the quality of learning and students' stress levels. The Slow Movement approach suggests that education should be more reflective and focus on quality rather than speed.

Design: A scoping review registered in the Open Science Framework database in accordance to the Preferred Reporting Items for Systematic reviews and Meta-analysis extension for Scoping Reviews. A subsequent critical discussion of the findings was conducted.

Methods: 15 databases were searched, without language/time restrictions; studies retrieved were summarised and critically discussed by an international research team.

Results: Two editorials met the eligibility criteria, both conceptualising the potential of Slow Movement principles in nursing education and highlighting possible benefits (e.g. improving reflective skills). Overall, the scoping review was empty, suggesting that Slow Movement in nursing education is outside or at least on the margins of academic debate. The critical discussion highlights possible factors influencing this: at the macro level in relation to the difficulties of modern society in adopting Slow Movement principles; at the meso level in relation to industrial modelling of education; and at the micro level within nursing education, practise and the profession itself.

Conclusions: Nursing requires time to develop humanistic qualities, and the Slow Movement's person-centred philosophy offers valuable potential to enhance student well-being and satisfaction, making the education system more sustainable and responsive to students' holistic needs.