biography of a nurse sample

Eat, Sleep, Wander

10 Short Nursing BIO Examples

Nurses come from all walks of life, and each has their own unique story to tell. From experienced clinicians to soon-to-be graduates, nurses across the world are doing amazing work. Here are some short nursing bio examples to give you an idea of what goes into crafting an effective and impactful bio.

Short Nursing bio examples

Nursing Bio Example 1:

( Nurse name ) has been a registered nurse for over 10 years. She earned her RN certification while attending a local college in her home town. After graduating, she began her career in the intensive care unit at a small community hospital. During her years in the ICU, she was known for making sure her patients received the highest level of care. She has a passion for providing compassionate and quality care, and she has played a large part in helping the ICU run more efficiently. In her spare time, ( Nurse name ) enjoys spending time with her friends and family and volunteering at a local animal shelter.

Nursing Bio Example 2:

( Nurse name ) is a newly certified RN. She just recently completed her Nursing degree at a local university, and is currently specializing in wound care and rehabilitation units. ( Nurse name ) is known for her attention to detail and dedication to getting work done. She values the importance of patient centered care, and she enjoys working with her team to ensure her patients are receiving the best care possible. In her free time, ( Nurse name ) loves to read and go on hikes with her family.

Nursing Bio Example 3 :

( Nurse name ) is a long-term care registered nurse. She obtained her certification from a local community college and has been in the profession for over 20 years. During her career, ( Nurse name ) has worked in a variety of healthcare settings, including hospitals, long-term care facilities and home health care homes. ( Nurse name ) believes in focusing on the whole person when caring for her patients. She is passionate about providing quality care while remaining mindful of her patients’ individual preferences and needs. In addition to her career in nursing, ( Nurse name ) volunteers her time in her local community and is an active member of her church.

Nursing Bio Example 4 :

( Nurse name ) has been a nurse practitioner for four years. He obtained his Bachelor’s degree in Nursing from a local college and went on to pursue his Master’s in Nursing from a nearby university. After a few years of working as an RN, ( Nurse name ) decided he wanted to specialize in geriatric care. He is a firm believer in providing quality, patient-centered care and he enjoys getting to know the people he works with. In his free time, ( Nurse name ) likes to take on home renovation projects and spend time with his two labs.

Nursing Bio Example 5 :

( Nurse name ) has been a nurse for 8 years and is currently working in a women’s and children’s hospital. She obtained her nursing degree from a local university and her passion for pediatric care was quickly recognized. In her role, ( Nurse name ) is known for promoting evidence-based practice while still considering the individual needs of her patients. She’s always willing to go above and beyond to ensure that her patients receive the best possible care. In her free time, ( Nurse name )loves to go sailing and travel with her family.

Nursing Bio Example 6 :

( Nurse name ) has had a lifelong passion for helping others. As a registered nurse , she has been able to combine this passion with her desire to make a difference. ( Nurse name ) obtained her RN certification after completing a 3 year nursing program at a local college. She went on to specialize in Neonatal Intensive Care, and she has a natural when it comes to caring for newborns. ( Nurse name ) loves getting to know her patients and taking part in the development and health of each individual. When not at work, ( Nurse name ) enjoys reading and spending time outdoors with her two rescue dogs.

Nursing Bio Example 7 :

( Nurse name ) is a Certified Healthcare Administrator and a registered nurse. He graduated with his nursing degree several years ago, and since then he’s focused on creating and improving healthcare systems, processes and policies. As an administrator, ( Nurse name ) is known for his keen attention to detail and his dedication to ensuring the best possible healthcare for his patients. When not at work, ( Nurse name ) enjoys spending time with his family and working on his vintage car collection.

Nursing Bio Example 8 :

( Nurse name ) has worked as a travel nurse for several years and is currently stationed in a small hospital in the Midwest. She obtained her nursing degree from a local university and is known for being an incredible asset to any hospital she’s in. ( Nurse name ) experience in various different settings has earned her a great reputation, and she takes pride in doing everything she can to help her patients. When not at the hospital, ( Nurse name ) likes to travel and explore new places with her friends and family.

Nursing Bio Example 9 :

( Nurse name ) is a Certified Nursing Assistant who has spent the past few years working at a large hospital. He has a real passion for helping others and embraces the opportunity to work with elderly patients. ( Nurse name ) is known for his patience and listening ability, and his coworkers often refer to him as a ‘bedside angel’. In his free time, ( Nurse name ) loves to spruce up his garden and take his dog for long walks.

Nursing Bio Example 10 :

( Nurse name ) is in her senior year of a local university, completing her final semester before graduating with a degree in nursing. In her role as a student nurse, Jessica has gained a reputation for providing excellent care to her patients. She’s passionate about understanding the individual needs and preferences of each patient and tailoring her care accordingly. ( Nurse name ) looks forward to graduating and soon joining a larger healthcare team, and in her free time she enjoys painting and hiking with her family.

More short bio examples for nurses are coming soon…

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The Nurse Bio: Breaking it Down

• February 10, 2021
• Medical Bios

Healthcare professionals such as nurses, nurse practitioners, traveling nurses, and any of those practicing the various nursing specialties need their nurse bios written in a specific manner. Since the day-to-day duties are paramount to the recovery of patients, their achievements must be highlighted and positioned in a well-written bio. 

We outline here several samples of what goes into a compelling nurse bio. Read the following sample nurse bio excerpt (names have been changed for privacy):

As a psychiatric mental health nurse practitioner, Veronica Jacobs brings empathy, an easygoing  communication style, and a sweet sense of humor, making it easy for her to talk to patients and  family members.  

Serving in the military is always a great accomplishment to highlight in a nurse bio, or any other bio for that matter, and should always be included.

A proud U.S. military veteran, Veronica was an aircraft electrician in the Navy before she decided to become a psychiatric mental health nurse practitioner.

This is why Nurse Jacobs is so special and an asset to all her patients. She is a nurse practitioner who really cares about her patients and has the patience to explain what course of treatment is best and why. There isn’t anything routine about such a caring individual. If the patient isn’t feeling well, a kind approach will speed up the healing process as noted by science. 

A typical day for Veronica includes assessing and diagnosing patients on mental health issues such  as anxiety, bipolar disorder, depression, or those who struggle with substance abuse or the heartbreak of dementia. Although Veronica is able to prescribe medication as a viable option, she  has been very successful with the holistic approach of listening and educating the patient before  resorting to medication, and many times it is a combination of all three. Veronica is a firm believer that the patient really understands why they are taking medication, and discusses with them how they feel about the treatment plan.

Here is another example from a different sample nurse bio. See how this nurse has gone on and taken a more prominent position in influencing other nurses and passing on her nursing gift.  This is what makes her a standout.

Maria has also been hugely successful in leading accreditation site visits for several departments, including nursing, radiology, dental, medical laboratory technician, and  paramedic programs. Creating new curriculums and researching what is needed for the future of healthcare is all in a day’s work for Maria.  

Maria started out her career as a young staff nurse and worked her way up. She received her master’s degree in nursing from the University of Wisconsin, where she graduated with honors. She was also in the Air Force, where she started as an Air Force Nurse, 2nd Lieutenant, gradually ascending to the rank of Captain. Her responsibilities included providing clinic care to all Air Force members and coordinating nursing services. In her role, she was usually put in the position of mentoring, supervising or creating plans for patient care, along with her usual nursing duties.  

I n a world where everything is a trend, Maria is the one constant. From her love of the healthcare profession, to her empathetic nature as a driving force, she remains steadfast in her abilities and passionate for the practice. To have the ability to embrace change and  find the knowledge in yet to be charted waters is one of Maria’s unique qualities. Strong communication skills and a kind soul have been Maria’s assets in her long career dedicated to service.   

So always remember, in a nurse bio , you want to show that although different than a doctor, they fit into the health scenario. It’s important to describe the various qualities and skill sets that are all assets to their profession.

Learn more in our YouTube instructional video !

Need some more bio writing inspiration? Get our  bio writing ebook,  “Just Add a Smile and a Handshake — A Starter Guide to Writing Your Bio.”

Need your nurse bio written by a professional? Learn about our professional bio writing services ! Contact us at WeWriteBios.com today! Please email us at [email protected] or call 818-488-1543. 

• WeWriteBios.com staff

WeWriteBios.com is inspiration and brainchild of Endrea Kosven, founder and CEO of EDK and Company. With over 15 years as a PR and marketing professional in Los Angeles, she helps her clients succeed in their professional branding and marketing efforts.

• healthcare bio , medical bio , nurse bio , professional bio

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When you may need a nurse bio

Different educational and vocational opportunities may require a nurse bio. Students may need to include a bio when applying to an undergraduate or graduate nursing program. Additionally, nurses applying for a different role may need to write a professional bio. This can happen when nurses:

You may also need to provide a bio if you apply for or receive an award or special recognition. Your bio may appear on your company website or in the documentation that recognizes your achievement.

What is a nurse bio?

A nursing bio, or biography, highlights your key education, experience and qualifications. Your professional biography allows you to provide more details about the information on your resume. You can also discuss other opportunities or roles that dont appear on your resume, such as volunteer roles or personal achievements.

How to Write a Nurse Bio

Here are the steps you can follow to write a strong nurse bio:

1. Write an introductory paragraph

Your introductory paragraph introduces you to readers and typically includes general information such as your name and post-nominal letters, such as “BSN” or “RN.” Your introductory paragraph should also include your educational or professional goal. For example, if you are applying to graduate school, your goal may be to earn a masters degree in nursing. If you are applying for a job, be sure to state the specific position youre applying for, such as director of nursing.

Example: “My name is Susan Hale, BN, MSN, and I am applying to the Middle City University Doctor of Nursing program.”

2. Detail your education

This section states the schools you attended. Generally, you do not need to include your high school. You can begin your education section with any college education, including community college courses, associate degrees, bachelors degrees and graduate degrees. If you have a high GPA, typically 3.5 or higher, you can include this in your bio to help you stand apart from other candidates, especially if you are applying to a graduate program as this demonstrates your ability to succeed in an academic environment. You might also include if you graduated summa cum laude, magna cum laude or cum laude.

3. Discuss your work history

Discuss previous positions youve held, with a focus on nursing experience or related roles in the medical field. You can list your job responsibilities and any awards or recognition you received while in those roles, such as employee of the month. Highlight skills you have that correlate to the program or job to which youre applying. For example, if youre applying for a head nurse position, include any leadership positions youve had. If you are applying to a graduate program, you might mention your experience with certain software or team projects.

5. Include any other relevant qualifications

After your work experience, you may want to add a section for other qualifications or skills that make you a well-rounded candidate, even if they are not directly related to nursing. You may include:

These extra features may help you become a more appealing candidate. They can also show that you have soft skills that can help make you successful in the role, such as communication skills, leadership skills or technological proficiency.

6. Proofread your bio

As with any professional document, review your biography before sending it for spelling, content and grammatical errors. Consider asking a colleague or family member to read your bio and provide feedback. You may also want to check your bio on different screen sizes to make sure readers can access the file from several types of devices, such as a laptop or phone.

Tips for writing a professional nurse biography

Here are several helpful tips for writing a nurse biography:

Choose a professional design

Your biography is a professional document and should look neat and organized. It may be the piece that introduces you to a hiring manager or program director, so it should reflect positively on you. Choose a font that is easy to read and at least 12 point or larger. Avoid graphics or distracting colors. If possible, create a bio that complements your resume and cover letter in style.

Speak to your audience

Taylor your professional biography to the audience receiving it. For instance, if you are providing a bio for your companys website, you may choose to add a few personal details, such as your hobbies and the names of your children. For a bio that accompanies a job application, you may want to highlight professional or academic accomplishments, such as serving as president of your nursing class.

Make it personal

You can use you biography to connect with readers on a personal level. Consider sharing a powerful moment during your nursing career or an incident that led you to pursue nursing. These anecdotes can help you engage the reader and make your bio more memorable.

Review other biographies

If possible, you can ask to see other biographies as an example of what an employer or director is looking for. Reviewing other bio can help you craft one with a similar style and tone. You can also make notes of what types of information other nurses included.

How do you write a nursing bio about yourself?

• Write an introductory paragraph. …
• Detail your education. …
• Discuss your work history. …
• Include any other relevant qualifications. …
• Proofread your bio.

How do I write a biography about myself?

• Introduce yourself. Start your bio with a brief introduction that shows who you are. …
• Keep it concise. Start with a word count in mind. …
• Use third person. It may feel strange or even challenging to write about yourself. …
• Write strategically. …
• Include your contact information. …
• Edit thoroughly.

What is the profile of a nurse?

• Introduce yourself.
• State your company or brand name.
• Explain your professional role.
• Include professional achievements.
• Discuss your passions and values.
• Mention your personal interests.

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• Department of Health and Human Services
• National Institutes of Health

Nursing at the NIH Clinical Center

Nursing department executive team bios.

On this page:

Barbara Jordan Deborah Kolakowski Ann Marie Matlock Diane Walsh Rachel Coumes

Academic Degrees BSN, Duquesne University, Pittsburgh, PA MSN, University of North Carolina at Chapel Hill, NC DNP, Waynesburg University, Waynesburg, PA

Email: [email protected]

Phone: 301-496-8019

Dr. Barbara Jordan, DNP, RN, NEA-BC, is the Chief Nurse Officer for the NIH Clinical Center. Dr. Jordan has been at the Clinical Center since 2013. She served as the acting Chief Nurse Officer for two years and has also been the Service Chief for Nursing Operations in the CC Nursing Department. When Dr. Jordan first came to the Clinical Center, she was the Service Chief for Neuroscience, Behavioral Health and Pediatrics. She previously served as the Vice President of Patient Care Services /Chief Nursing Officer for the University of Pittsburgh Medical Center (UPMC) Northwest in Seneca PA. Dr. Jordan has prior experience as the Clinical Director of Infection Control and Regulatory Compliance at UPMC St. Margaret and as Clinical Operations Director of the ICU/CCU at Duke Regional Hospital in Durham, NC. She has participated in a successful organizational Magnet® designation. Dr. Jordan has many years of additional critical care leadership experience in various hospital settings.

Dr. Jordan earned her Doctor of Nursing Practice (DNP) from Waynesburg University in Waynesburg, PA, a Master of Science in Nursing with a focus in health care systems administration from The University of North Carolina in Chapel Hill, NC, and a Bachelor of Science in Nursing from Duquesne University in Pittsburgh, PA. Dr. Jordan’s research interests are in relationship-based care and nursing leadership.

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Academic Degrees BSN, University of South Carolina, Columbia, SC MSN, Marymount University, Arlington, VA DNP, University of Maryland, Baltimore, MD

Email: [email protected]

Phone: 301-435-6186

Dr. Deborah Kolakowski, DNP, MSN, RN, is currently the Nursing Service Chief for Oncology and Critical Care at the NIH, Clinical Center. She provides oversight of the operations, planning and advising of the inpatient, ambulatory and Day Hospital Oncology and Transplant Services, Procedure Service, Dowling Apheresis and Blood Donor Programs within the specialty practice of oncology and critical care.

Dr. Kolakowski earned a BSN from the University of South Carolina in 1979 and began her career as a critical care fellow at the George Washington University Medical Center (GWUMC). In 1982 she was the primary nurse for President Regan after the assignation attempt while he was in the Intensive Care Unit. She began her leadership career as the Neuroscience Nurse Manager at GWUMC while completing her MSN. In 1992, as the Executive Administrator for Patient Care Services she was responsible for the Oncology Program of Care, Neuroscience Centers of Emphasis, Neurological Institute and Sleep Disorders Program, General Surgery and Critical Care. In 1995, she led the American International Health Alliance initiative for GWUMC in Tallin and Mustamae Hospitals in Estonia. In 1996, Dr. Kolakowski served as the Interim Chief Nurse Executive providing strategic direction and oversight during the sale and partnership of GWUMC with Universal Health Services.

In 2000, Dr. Kolakowski began her career at the NIH CC as the Nurse Manager for Critical Care. Prior to assuming the responsibilities as Program Director for Advanced Practice and Outcomes in 2009, she led the strategic plan for implementation of the AcuityPlus Patient Classification System. She completed her DNP in 2013 with a research focus on identifying clinical based research nursing intensity measures that contributed to nursing workload. In 2013, she was selected as the Service Chief for Oncology and Critical Care Services. She is responsible for nursing services that support the research agendas for multiple Institutes including the National Cancer Institute and National Heart Lung and Blood Institute.

Dr. Kolakowski has held faculty appointments at the George Washington University Department of Health Services Management and Policy and recently as an adjunct faculty at the University of Maryland School of Nursing teaching a DNP Leadership Course and Practicum.

Academic Degrees BSN, Salisbury State University, Salisbury, MD MSN, Nursing Administration, University of Maryland, Baltimore, MD DNP, George Washington University, Washington D.C.

Email: [email protected]

Phone: 301-435-5679

Dr. Ann Marie Matlock, DNP, RN, NE-BC, is currently the Nursing Service Chief for Medical Surgical Specialties. Dr. Matlock provides oversight of the operations, planning and advising of the programs of care within her specialty areas. She works closely with the multidisciplinary teams within her service and directs the agenda for the medical surgical programs regarding clinical research nursing.

Dr. Matlock earned a BSN in Nursing from Salisbury State University in 1991, a MSN from the University of Maryland in 2003 and a DNP from the George Washington University in 2013. In addition, she earned a Certificate in the Business of Nursing from Johns Hopkins University in 2001. She is board certified through the American Nurses Credentialing Center as a Nurse Executive. She began her career as an ICU fellow at the Washington Hospital Center where she worked in a variety of critical care settings before coming to the Clinical Center in 2000. At the Clinical Center she began her career as a Senior Clinical Research Nurse in the Medical Intensive Care Unit. In 2006 she became the Nurse Manager for the Medical Telemetry unit and assumed responsibility for opening the Special Clinical Studies Unit in 2009. In 2007, she joined the United States Public Health Service and is currently serving at the rank of Captain. In 2013, she was selected as the Service Chief for the Medical Surgical Specialties service. She has published several articles and provided presentations on a variety of topics. Her DNP capstone project focused on Family Caregiver Training.

Academic Degrees BSN, University of Florida, Gainesville, FL MS, University of Maryland, Baltimore, MD

Email: [email protected]

Phone: 301-402-2363

Diane Walsh, MS, RN, is the Special Assistant to the Chief Nurse Officer for the NIH Clinical Center Nursing Department. As the Special Assistant to the Chief Nurse Officer she serves as the principal advisor to the Chief Nurse providing authoritative advice to her and other senior-level officials in regards to nursing program issues.

Ms. Walsh earned her BSN from the University of Florida in 1982 and her MS in Nursing with a Certificate in General Administration from the University of Maryland in 1993. Ms. Walsh was a recipient of a National Health Service Corps Scholarship and began her professional career as a Commissioned Officer in the U.S. Public Health Service in the Indian Health Service at the Ada Indian Hospital in Ada, Oklahoma. As a Staff Nurse at the Ada Indian Hospital from 1982-1987, she worked in various areas of the hospital including the Medical Surgical Unit, OB-GYN, Special Care Unit and Emergency Room. In 1987 Ms. Walsh transferred to the National Institutes of Health, Clinical Center Nursing Department Cardiac Surgery Step-down unit as a staff nurse. Since that time she has functioned in various roles in the Clinical Center including Nurse Manager, Nurse Consultant and now the Special Assistant to the Chief Nurse Officer. Ms. Walsh retired as Captain from the U.S. Public Health Service in 2012 after 30 years of service.

Academic Degrees BS, Kinesiology, James Madison University, Harrisonburg, VA BSN, Shepherd College, Shepherdstown, WV MSN, University of Arkansas, Fayetteville, AR

Email: [email protected]

Phone: 301-480-7017

Rachel Coumes, MSN, RN, NPD-BC, CPPS, is currently a Nurse Consultant within the Office of the Chief Nurse, with the primary responsibility of overseeing the NIH Clinical Center’s Magnet Accreditation journey. Ms. Coumes has served the Clinical Center Nursing Department in a number of roles, which include neuroscience nurse intern, clinical research nurse, senior clinical research nurse (clinical nurse educator). In addition to these roles, Ms. Coumes served as a central educator in the Office of Nursing Professional Development, where she coordinated several staff development offerings and served as the coordinator for the Clinical Research Nursing Residency Program from 2013-2019. Ms. Coumes currently collaborates with a number of teams within the department as the CCND Nurse Wellness Committee leadership sponsor, the editor for the CCND Newsletter and the team lead for the CCND Annual Report. Additionally, Ms. Coumes oversees the ANCC Success Pays Program, and is an advocate for professional certification.

Ms. Coumes graduated with a BS in Kinesiology from James Madison University in 1993. She obtained a BSN from Shepherd College in 2002 and went on to earn a MSN (Adult Clinical Nurse Specialist) in 2013 from the University of Arkansas. Ms. Coumes is currently Board Certified in Nursing Professional Development, and has previously held certifications as a Certified Neuroscience Registered Nurse and as an Adult Clinical Nurse Specialist-Board Certified.

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This page last updated on 04/02/2024

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More information about the NIH Clinical Center Privacy and Disclaimer policy is available at https://www.cc.nih.gov/disclaimers.html

Faculty Bios

Jacklyn Patiño

October 16, 2020

Janice Ivers

Jacklyn Patiño graduated from College of the Ouachita’s (now Arkansas State University Three Rivers) with her License in Practical Nursing in 2009, Associates Degree in Nursing from ASU in 2014. Has experience in several specialty areas such as urgent Care, Endocrinology, Emergency Medicine and Quality. Obtained Bachelor’s Degree in Nursing from Chamberlain University in 2021. Chose the nursing profession and education to shape new nurses and have an impact on in the lives of students and patients.

Jessyca Maddox

Jessyca Maddox joined National Park College in 2019 as full-time faculty in the practical nursing program. Jessyca started her nursing career as an RN graduate from National Park College in 2012. She went on to receive her Bachelor of Science in Nursing (BSN) from Arkansas Tech University in 2014 and is currently pursuing a Master of Science in Nursing Education/Administration (MSN) from The University of Arkansas for Medical Sciences. Her nursing career began on a medical-surgical unit, but the majority of her experience has been spent as an oncology nurse. Over the last 7 years, she worked diligently to care for vulnerable patient populations and found a love for mentoring and teaching new nurses. Jessyca believes that delivering nursing care to a person is an honor and teaching future nurses of tomorrow is a blessing. She is excited to apply this principle to her teaching role to help shape the next generation of National Park College nurses. Outside of work, Jessyca enjoys spending time with her husband, Dustin, and two children, Hayden and Olivia. When not on campus or in clinical, you may find Jessyca exploring the beauty of Hot Springs’ lakes, bingeing Netflix, or adding items to her amazon cart!

Karen Parker

August 20, 2019

I have lived in Hot Springs most of my life. I graduated from UAMS in 1995 with a BSN degree. I have worked Oncology, Mother/baby, Med/Surg, Home Health, Rehab, and most recently, Clinical Adjunct for NPC. I am now Full-time Clinical Instructor in the ADN program. I love working as a nurse with patients at the bedside, but my real passion is working with student nurses. Nursing has been life changing for me, and I hope to impart my appreciation for this vocation to those who are entering the profession.

Janet Smith

June 25, 2019

Janet Smith graduated from National Park Community College in 2008. She has worked in the acute care and intensive care settings. She has also worked as House Supervisor and in the home hospice environment. She received her Bachelor’s of Science in Nursing from Arkansas Tech University in 2011. She started as adjunct clinical instructor for National Park Community College in Spring 2012, and became a fulltime faculty member Fall of 2012. She received her Master’s of Science in Nursing from University of Arkansas for Medical Sciences in December 2014. She currently continues to work in the intensive care setting and is working on her Doctorate of Education. Middle Content 1 Right Content

Angela McJunkins

Melony Ritter

Angela McJunkings, PN program faculty at NPC.

Stacey Armstrong

August 20, 2018

Melissa Krafft

Stacey Armstrong, Nursing Faculty at NPC.

Megan Parks

April 20, 2016

Megan Parks BSN, RN. I graduated from NPCC in 2006 with my LPN and again in 2009 with my RN degree.

Katina Ennis

As an adult I became a dislocated worker and was given the opportunity to return to school to learn a new trade. I was a wife and the mother of 2 young children, I was the epitome of a nontraditional student! When I started back to college I was not sure what kind of nursing degree that I would be able to obtain because the amount of school paid for was limited, but I knew I wanted to become a RN. I searched and found other programs that would assist me in obtaining my Associate Degree in Nursing. While taking my prerequisites my husband was informed that we were being transferred to Hot Springs in June of 2000, I had just been accepted to another nursing program close to our home. I was fortunate enough to be able to transfer all my credits and start the RN program at Garland County Community College (now National Park College) the following August. I graduated with my Associates Degree in Nursing in May of 2002. During my time as a RN have I worked in the Intensive Care Unit at a local hospital, in the Pediatric Intensive Care Unit at Arkansas Children’s Hospital, and with a local hospice company. From the time I was a small child I knew I wanted to teach, I just never knew what, that was until I found nursing! I completed my Master’s Degree in Nursing (MSN) from Walden University in the fall of 2013, I completed my MSN while my kids were in high school, and I did not let it interfere with any of their activities or my family life, I worked on papers on band buses, a cruise ship, and in Disney World on another band trip! I finally made it back “home” and started teaching at National Park College in the Registered Nurse program in the fall of 2014.

I am the Dean of Nursing and Health Sciences at National Park College—I graduated a long time ago—let’s just say I have been a nurse for over 36 years and I have loved every minute of it! I received my Bachelors of Science in Nursing (BSN) from Arkansas State University in Jonesboro and my Masters of Science in Nursing (MSN) from the University of Central Arkansas and I hold a national certification as a Nurse Educator known as the CNE. Nursing is a blend of science and technology with the art of caring and compassion. There are so many different things you can do as a nurse—the list is really endless! Nursing is an honorable profession and is a career filled with endless personal and professional rewards. If you choose nursing, you are choosing to spend your life helping others, using skills that blend scientific knowledge with compassion and caring. Come visit with me if you are interested in pursuing a career in nursing!

Pamela Branch

April 11, 2016

Born in Chicago, Illinois and moved to Arkansas at age of 6. Graduated from Garland County Community College (now National Park College) with an Associate Degree in Nursing in 1986. Obtained Bachelors of Science in Nursing from Arkansas Tech University in 2006 and Masters of Science in Nursing from Walden University in 2010.

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How to Write a Short Professional Bio (With Examples and Templates)

3 key takeaways

• What a short professional bio is and why you need one
• What to include in a short bio to make it stand out and relevant to your audience
• Examples, templates, and a faster way to write your bio with Teal's Professional Bio Generator

In a world where just about everyone is represented online, your short professional bio often serves as a first introduction.

Often, it's what employers or other professionals will use to form their initial impression. And how you present yourself can help influence whether someone invites you to connect, interview you, or simply move on.

Below, you'll learn what you need to write your bio and how to actually write one. You'll also find templates and some short professional bio examples to use as a guide.

Looking for a quicker way to a polished bio? Sign up for Teal for free and try the Professional Bio Generator.

What is a short professional bio? 

A short professional bio is exactly what it sounds like—a short professional biography that introduces yourself and gives a brief overview of your career and accomplishments. It gives future employees, colleagues, and anyone else you're networking with a more well-rounded picture of who you are.  

While "short" can be subjective, length often depends on the platform and the audience you're sharing your bio with. There's no one-size-fits-all, and you'll tailor the length based on where it's being shared—whether that’s on your personal website, LinkedIn profile, Twitter bio, or your resume.

What’s the difference between a professional bio and short professional bio?

A professional bio and a short professional bio both summarize your career, qualifications, and achievements, but each caters to different contexts and needs. 

A professional bio is a detailed account—that can span several paragraphs—and covers your:

• Career background
• Most noteworthy achievements and impact or results
• Skills you've developed or are developing
• Some personal insights

This version is appropriate for professional websites, long-form pitch documents, or networking platforms (like in your LinkedIn About Me section) where a more thorough introduction is valuable.

On the other hand, a short professional bio is a concise version that filters the most important information from your professional bio into key takeaways. A short bio:

• Communicates your core qualifications
• Briefly touches on your professional persona
• Is ideal for your resume, author bio, or speaking engagements
• Can be used across social media profiles like Twitter and Instagram

What to include in a short bio 

Your short bio should summarize the key takeaways from a longer, more rounded-out professional bio. Think of it as kind of an elevator pitch that highlights what you'd want your target audience (who doesn't know much—if anything—about you) to understand about your career so far.

Here are some things you'll want to address.

• Level of education, if relevant to the audience
• Years of experience in your field, if relevant to the audience
• Your current or former career title
• Major professional accomplishments with impact or goals
• Professional experience, skills, and area(s) of expertise

Now, if you're a student or making a pivot, like transitioning into a new field where you might not have relevant work experience, you'll focus more on your educational achievements (think relevant awards, projects, or volunteer experience) and the skills and knowledge you're developing.

What to include in a short bio if you’re a student

Even if you're still in school, there's plenty of information you can include in your bio, like: 

• Where you're from
• What university, trade school, or boot camp you're attending
• Your area of study or intended major
• Any clubs, teams, volunteering, or other extracurriculars you're a part of 
• Any internships you've completed
• Your career goals 
• Your availability

Generate your professional bio with AI

Want to save time? You can also use the Teal to generate multiple versions of your short professional bio.

How to write a short bio

There's no right or wrong way to write your own bio. Think of this next section as a guide, and remember: short professional bios are unique to each person.

Here are the things you might want to consider if you're ready to write your professional bio:

1. Choose your voice

You have the option to write your short bio from either a first or third-person POV.

In the first person, you'll use  "I, me, and my." In the third person, you'll refer to yourself using your name and preferred pronouns.

As a general rule, using the third person is typically considered more formal, while using the first person is more casual and personal.

 First-person example : "I'm a bestselling author. My work has been published in The New York Times."

Third-person example: "Zane Smith is a bestselling author. His work has been published in The New York Times."

If you want to write and store multiple versions of your short professional bio in different tones or even with different information, use Teal to write and save as many versions as you need for free.

2. Choose your tone

Language can convey different moods. Depending on the context and your personal brand , your bio can sound more buttoned-up or more relaxed and conversational.

These two sentences describe the same person but showcase very different tones and writing styles: 

Example 1: “A recent graduate of the University of Pennsylvania, Sally is currently a consultant at XYZ Consulting based out of their New York office.” 

Example 2: “A recent UPenn grad, Sally swore off econ after years of hard classes only to end up as a consultant at a major firm — but don't worry, she loves it.” 

3. Start with your name and a current or recent role

This isn't a hard and fast rule, but to get your bio started, it's usually easiest to start with your name and current professional title or role. 

Example: “Zane Smith is currently the Demand Generation Manager at ABC Tech Company.”

If you're pivoting careers , you can list your most recent role and use your first sentence to say what you're looking to do next.

Example 1: “Previously the Demand Generation Manager at ABC Tech Company, Zane Smith is actively pursuing new opportunities in marketing management.” 

Example 2 : “Previously the Demand Generation Manager at ABC Tech Company, Zane Smith is now an aspiring 2nd grade teacher.” 

4. Share your accomplishments and achievements

Once you've introduced yourself and your current title, you can flow into your professional background, former job titles, and what you've done or aspire to do. Together, the first two sentences of your bio could read something like this: 

Example:  “Zane Smith is currently the Demand Generation Manager at ABC Tech Company. Previously, he was a Marketing Specialist at FGH Tech Company, where he grew paid traffic to their website by 500% year over year.” 

Pro Tip: Not sure where to start? Try the generative AI in the Teal Resume Builder . With Teal's AI, you can write individual achievements using a job description, keywords, or a custom prompt to articulate your accomplishments effectively and confidently.

5. Share your philosophy or “why” 

Self-promotion can feel incredibly uncomfortable, but it's important to make sure you don't undermine your value. Your “why,” the reason you do what you do every day, can be powerful and meaningful. Adding what gives you the spark to start each workday can set your own professional bio apart from others. 

Example: “Claire was inspired to pursue a career in elder law after volunteering in a nursing home throughout high school and college.” 

6. Add your personal touch

Even though your bio will be used in a professional capacity, it's okay to list a few personal details. We're more than just our jobs, and adding a few personal facts can help illustrate who you are outside of the office. 

Example: “When he's not working, Martin can be found tending to his spice garden and going on nature walks with his golden retriever.” 

Short professional bio examples

Examples of professional bios are invaluable because they provide a clear framework and inspiration for writing your own. They can also help you see how to condense years of experience into a few compelling sentences so you communicate the right details clearly, briefly, and full of impact. 

Short bio example for a personal website

"AUDREE KATE LOPEZ IS A FASHION STYLIST, EDITOR, INDUSTRY EXPERT AND INFLUENCER BASED IN NEW YORK. Audree began her professional career in the fashion departments at Glamour, O, the Oprah Magazine, Editorialist and Redbook magazines. She launched Audree Kate Studios in 2017 and worked on freelance projects at Marc Jacobs, Alice + Olivia, J.Crew and Club Monaco, joined the styling team at Alice + Olivia and became a contributing fashion editor for StyleCaster.com. Over the past few years Audree has styled for various publications, celebrities and retail brands. In 2016, Audree founded a digital course and community for fashion students called Fashion Fundamentals and has hosted workshops and classes around the country, and wrote an ebook titled Fashion Fundamentals."

Why it works: Audrey's bio immediately establishes her as a multifaceted professional within the fashion industry. It outlines her career trajectory and showcases broad experience and evolution, demonstrating growth and adaptability. The mention of initiatives and workshops adds a layer of approachability and commitment to education in her field, improving her appeal as an influencer and mentor.

Professional short bio example on LinkedIn

"Latina creator. Speaker. Tech Mentor. Christen is the Founder of the newly launched app Clara, a community that empowers creators through transparency, brand reviews, and discoverability. An industry vet, Christen has almost a decade of experience working with top content creators at social networking companies such as Instagram, TikTok, and Pinterest. She is a motivational speaker and mentor in the tech space who is passionate about helping people break into the industry through career advice and actionable content."

Why it works: This professional bio online is punchy and concise. It opens by noting Christen's titles and includes years of experience, giving her credibility while underscoring her heritage (which can resonate strongly with a diverse audience on LinkedIn). By focusing on her app, she not only showcases initiative but also aligns herself with trends in tech innovation. Rounding out her short bio are details of working with top content creators, establishing her as a seasoned industry pro.

Short bio example on social media

"Founder of Makelane, a private community for female DTC founders. 70K followers on TikTok where I analyze consumer brands"

Why it works: With only 160 characters to work with, Dulma’s Twitter bio is an example of brevity. It clearly outlines her two main pursuits: managing an online community and producing content for TikTok, making it easy for readers to gauge her interests and activities at a glance.

Company website short bio examples

"Meet our wonderful team We're a tight-knit group of curious creatures, always learning, and constantly seeking out new perspectives and ideas. Get to know our team—they're what makes Teachable, well, Teachable."

Why it works: "Meet our wonderful team" feels like a personal invitation to get to know the group, which can make visitors more inclined to engage. Describing them as "tight-knit" and "curious creatures" adds character and illustrates a vibrant and collaborative work environment. Highlighting that the team is "always learning" and "constantly seeking out new perspectives" positions Teachable as a dynamic and innovative company—committed to growth and evolution.

Tips for writing a short bio

Even though there aren't official rules for writing a bio, there are still some things you should strive for as well as steer clear of if you want to make the best possible impression. 

1. Tailor your professional bio to your audience

Whether it's potential employers, LinkedIn connections, Twitter followers, or visitors to your website, each platform and audience has its own expectations. Keep your information relevant and concise, focusing on what matters most to that intended audience.

2. Be authentic

Your bio is not the place to fudge the truth about who you are. Be honest about what you've done and where you're heading. Not telling the truth could bar you from achieving your goals and land you in hot water. 

3. Prioritize relevant information

We really hate to be the one to tell you this, but unfortunately, most people do not have the time or patience to read a five-paragraph essay about your life story. Sorry to break it to you! 

4. Be relatable

No matter how lofty your accomplishments are, staying grounded may help you establish stronger connections with others. This is where adding personal details and highlighting your personal brand can serve you well. Whether that's with a hobby, interest , or other role outside of work, being relatable can let others understand and get to know you better and determine if you would be a good fit for a company.  

5. Be professional

It's appropriate and expected for you to talk about your professional skills and accomplishments in your short bio. That said, there's a fine line between talking about your achievements and sounding arrogant. These two examples talk about the same accomplishment but come across differently: 

Example 1: “An accomplished pianist, Ryan was selected out of nearly 7,000 applicants to perform at the annual New York State School Music Association festival last spring.” 

Example 2: “An accomplished pianist, Ryan was the obvious choice to perform at the annual New York State School Music Association festival last spring (because he's the best).” 

Also, if you're revising your bio after a lay-off or termination, avoid sounding spiteful. As tempting as it might be, don't make negative statements or accusations in your short bio. Positivity and a good attitude will get you much further.

Short professional bio templates

If you prefer to plug and play or need a short bio in a pinch, don't worry; here are three short bio templates to get you started:

Short professional bio template for working professionals

[First name last name] is [currently/formerly] a [insert most recent job title] at [most recent company name] . A proud graduate of [school or university] , they were inspired to pursue a career in [field] after [explain what led to your decision to work in your industry] . Prior to working at [most recent job title], they were the [previous title] at [previous company], where they were responsible for [insert professional accomplishments here] . In their free time, they can be found [insert your favorite hobbies] . 

Short professional bio template for students

[First name last name] is a current [year] at [institution] majoring in [area(s) of study] . On campus, [First name] is actively involved in [activity name] , for which they [insert details about what you do for the activity you're involved in] . They most recently [interned/worked] at [organization name] , where they had the opportunity to [insert details about what you did on the job] . They intend to work in the [insert field name or industry] after graduation to follow their passion of [insert what you are passionate about] . In their spare time, they can be found [insert your favorite hobbies] . 

Short professional bio template for a gap in employment

[First name last name] is a [position/job title] with [number] years of experience in [specific skills or industry] . Following [briefly mention the reason for the employment gap] , [he/she/they] took some time off to focus on [briefly mention what they did during the gap, e.g., personal development, family obligations, health reasons] . During this time, [he/she/they] also [briefly mention any relevant skills or achievements acquired during the gap] . [Name] is now eager to return to the workforce and is excited to bring [specific skills/accomplishments] to [his/her/their] next role. With a proven track record of [list specific achievements or skills] , [Name] is confident in [his/her/their] ability to contribute to [specific industry/profession] and make an impact in [his/her/their] next position.

If you decide to use any of these templates, tweak it ever-so-slightly. Once you've finished entering your details, try adding a bit of personal flair.

Swap adjectives, remove anything that doesn't quite fit with your vibe or experiences, or append some more personal details as you see fit. Feel free to work off of any one of the bios from these resume examples to get a feel for how different styles can be used across roles.

Create your short professional bio with Teal

In a digital world where your online presence often speaks before you do, writing a good, short professional bio is more important than ever. It's the first glimpse potential employers, clients, or colleagues get of your professional life and persona, and the right presentation can open doors to new opportunities and connections. 

Teal's Professional Bio Generator saves time by speeding up the writing process with AI. Whether you're trying to impress potential employers, clients, or peers, Teal's generator adapts to your needs and experience, allowing you to create a unique short bio for any audience with one click.

Ready to write a professional bio with maximum impact in less time?

Frequently Asked Questions

What is an example of a short professional bio.

An example of a short professional bio is: "Katie is a seasoned marketing professional with over 10 years of experience in digital advertising strategies. She has helped numerous brands achieve their online marketing goals, leading to increased visibility and 3x revenue YoY."

How do you write an impressive short bio?

To write an impressive short bio, focus on your most significant achievements, relevant skills, and experiences that set you apart. Keep it concise and tailored to your audience to engage and leave a memorable impression. You can also use the Teal  AI Resume Builder  Generative AI to craft a bio that highlights your unique professional journey and skills in an engaging way.

What is a short biography about yourself?

A short biography about yourself should concisely summarize your professional background, major accomplishments, and skills. For example, "I'm an innovative software developer with 5 years of experience in creating scalable applications, known for my ability to troubleshoot complex issues and my commitment to delivering high-quality software solutions."

Emily Polner

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• Open access
• Published: 14 May 2024

Developing a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in Medical Assistance in Dying (MAiD): a mixed method modified e-Delphi study

• Jocelyn Schroeder 1 ,
• Barbara Pesut 1 , 2 ,
• Lise Olsen 2 ,
• Nelly D. Oelke 2 &
• Helen Sharp 2  

BMC Nursing volume  23 , Article number:  326 ( 2024 ) Cite this article

170 Accesses

Metrics details

Medical Assistance in Dying (MAiD) was legalized in Canada in 2016. Canada’s legislation is the first to permit Nurse Practitioners (NP) to serve as independent MAiD assessors and providers. Registered Nurses’ (RN) also have important roles in MAiD that include MAiD care coordination; client and family teaching and support, MAiD procedural quality; healthcare provider and public education; and bereavement care for family. Nurses have a right under the law to conscientious objection to participating in MAiD. Therefore, it is essential to prepare nurses in their entry-level education for the practice implications and moral complexities inherent in this practice. Knowing what nursing students think about MAiD is a critical first step. Therefore, the purpose of this study was to develop a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in MAiD in the Canadian context.

The design was a mixed-method, modified e-Delphi method that entailed item generation from the literature, item refinement through a 2 round survey of an expert faculty panel, and item validation through a cognitive focus group interview with nursing students. The settings were a University located in an urban area and a College located in a rural area in Western Canada.

During phase 1, a 56-item survey was developed from existing literature that included demographic items and items designed to measure experience with death and dying (including MAiD), education and preparation, attitudes and beliefs, influences on those beliefs, and anticipated future involvement. During phase 2, an expert faculty panel reviewed, modified, and prioritized the items yielding 51 items. During phase 3, a sample of nursing students further evaluated and modified the language in the survey to aid readability and comprehension. The final survey consists of 45 items including 4 case studies.

Systematic evaluation of knowledge-to-date coupled with stakeholder perspectives supports robust survey design. This study yielded a survey to assess nursing students’ attitudes toward MAiD in a Canadian context.

The survey is appropriate for use in education and research to measure knowledge and attitudes about MAiD among nurse trainees and can be a helpful step in preparing nursing students for entry-level practice.

Peer Review reports

Medical Assistance in Dying (MAiD) is permitted under an amendment to Canada’s Criminal Code which was passed in 2016 [ 1 ]. MAiD is defined in the legislation as both self-administered and clinician-administered medication for the purpose of causing death. In the 2016 Bill C-14 legislation one of the eligibility criteria was that an applicant for MAiD must have a reasonably foreseeable natural death although this term was not defined. It was left to the clinical judgement of MAiD assessors and providers to determine the time frame that constitutes reasonably foreseeable [ 2 ]. However, in 2021 under Bill C-7, the eligibility criteria for MAiD were changed to allow individuals with irreversible medical conditions, declining health, and suffering, but whose natural death was not reasonably foreseeable, to receive MAiD [ 3 ]. This population of MAiD applicants are referred to as Track 2 MAiD (those whose natural death is foreseeable are referred to as Track 1). Track 2 applicants are subject to additional safeguards under the 2021 C-7 legislation.

Three additional proposed changes to the legislation have been extensively studied by Canadian Expert Panels (Council of Canadian Academics [CCA]) [ 4 , 5 , 6 ] First, under the legislation that defines Track 2, individuals with mental disease as their sole underlying medical condition may apply for MAiD, but implementation of this practice is embargoed until March 2027 [ 4 ]. Second, there is consideration of allowing MAiD to be implemented through advanced consent. This would make it possible for persons living with dementia to receive MAID after they have lost the capacity to consent to the procedure [ 5 ]. Third, there is consideration of extending MAiD to mature minors. A mature minor is defined as “a person under the age of majority…and who has the capacity to understand and appreciate the nature and consequences of a decision” ([ 6 ] p. 5). In summary, since the legalization of MAiD in 2016 the eligibility criteria and safeguards have evolved significantly with consequent implications for nurses and nursing care. Further, the number of Canadians who access MAiD shows steady increases since 2016 [ 7 ] and it is expected that these increases will continue in the foreseeable future.

Nurses have been integral to MAiD care in the Canadian context. While other countries such as Belgium and the Netherlands also permit euthanasia, Canada is the first country to allow Nurse Practitioners (Registered Nurses with additional preparation typically achieved at the graduate level) to act independently as assessors and providers of MAiD [ 1 ]. Although the role of Registered Nurses (RNs) in MAiD is not defined in federal legislation, it has been addressed at the provincial/territorial-level with variability in scope of practice by region [ 8 , 9 ]. For example, there are differences with respect to the obligation of the nurse to provide information to patients about MAiD, and to the degree that nurses are expected to ensure that patient eligibility criteria and safeguards are met prior to their participation [ 10 ]. Studies conducted in the Canadian context indicate that RNs perform essential roles in MAiD care coordination; client and family teaching and support; MAiD procedural quality; healthcare provider and public education; and bereavement care for family [ 9 , 11 ]. Nurse practitioners and RNs are integral to a robust MAiD care system in Canada and hence need to be well-prepared for their role [ 12 ].

Previous studies have found that end of life care, and MAiD specifically, raise complex moral and ethical issues for nurses [ 13 , 14 , 15 , 16 ]. The knowledge, attitudes, and beliefs of nurses are important across practice settings because nurses have consistent, ongoing, and direct contact with patients who experience chronic or life-limiting health conditions. Canadian studies exploring nurses’ moral and ethical decision-making in relation to MAiD reveal that although some nurses are clear in their support for, or opposition to, MAiD, others are unclear on what they believe to be good and right [ 14 ]. Empirical findings suggest that nurses go through a period of moral sense-making that is often informed by their family, peers, and initial experiences with MAID [ 17 , 18 ]. Canadian legislation and policy specifies that nurses are not required to participate in MAiD and may recuse themselves as conscientious objectors with appropriate steps to ensure ongoing and safe care of patients [ 1 , 19 ]. However, with so many nurses having to reflect on and make sense of their moral position, it is essential that they are given adequate time and preparation to make an informed and thoughtful decision before they participate in a MAID death [ 20 , 21 ].

It is well established that nursing students receive inconsistent exposure to end of life care issues [ 22 ] and little or no training related to MAiD [ 23 ]. Without such education and reflection time in pre-entry nursing preparation, nurses are at significant risk for moral harm. An important first step in providing this preparation is to be able to assess the knowledge, values, and beliefs of nursing students regarding MAID and end of life care. As demand for MAiD increases along with the complexities of MAiD, it is critical to understand the knowledge, attitudes, and likelihood of engagement with MAiD among nursing students as a baseline upon which to build curriculum and as a means to track these variables over time.

Aim, design, and setting

The aim of this study was to develop a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in MAiD in the Canadian context. We sought to explore both their willingness to be involved in the registered nursing role and in the nurse practitioner role should they chose to prepare themselves to that level of education. The design was a mixed-method, modified e-Delphi method that entailed item generation, item refinement through an expert faculty panel [ 24 , 25 , 26 ], and initial item validation through a cognitive focus group interview with nursing students [ 27 ]. The settings were a University located in an urban area and a College located in a rural area in Western Canada.

Participants

A panel of 10 faculty from the two nursing education programs were recruited for Phase 2 of the e-Delphi. To be included, faculty were required to have a minimum of three years of experience in nurse education, be employed as nursing faculty, and self-identify as having experience with MAiD. A convenience sample of 5 fourth-year nursing students were recruited to participate in Phase 3. Students had to be in good standing in the nursing program and be willing to share their experiences of the survey in an online group interview format.

The modified e-Delphi was conducted in 3 phases: Phase 1 entailed item generation through literature and existing survey review. Phase 2 entailed item refinement through a faculty expert panel review with focus on content validity, prioritization, and revision of item wording [ 25 ]. Phase 3 entailed an assessment of face validity through focus group-based cognitive interview with nursing students.

Phase I. Item generation through literature review

The goal of phase 1 was to develop a bank of survey items that would represent the variables of interest and which could be provided to expert faculty in Phase 2. Initial survey items were generated through a literature review of similar surveys designed to assess knowledge and attitudes toward MAiD/euthanasia in healthcare providers; Canadian empirical studies on nurses’ roles and/or experiences with MAiD; and legislative and expert panel documents that outlined proposed changes to the legislative eligibility criteria and safeguards. The literature review was conducted in three online databases: CINAHL, PsycINFO, and Medline. Key words for the search included nurses , nursing students , medical students , NPs, MAiD , euthanasia , assisted death , and end-of-life care . Only articles written in English were reviewed. The legalization and legislation of MAiD is new in many countries; therefore, studies that were greater than twenty years old were excluded, no further exclusion criteria set for country.

Items from surveys designed to measure similar variables in other health care providers and geographic contexts were placed in a table and similar items were collated and revised into a single item. Then key variables were identified from the empirical literature on nurses and MAiD in Canada and checked against the items derived from the surveys to ensure that each of the key variables were represented. For example, conscientious objection has figured prominently in the Canadian literature, but there were few items that assessed knowledge of conscientious objection in other surveys and so items were added [ 15 , 21 , 28 , 29 ]. Finally, four case studies were added to the survey to address the anticipated changes to the Canadian legislation. The case studies were based upon the inclusion of mature minors, advanced consent, and mental disorder as the sole underlying medical condition. The intention was to assess nurses’ beliefs and comfort with these potential legislative changes.

Phase 2. Item refinement through expert panel review

The goal of phase 2 was to refine and prioritize the proposed survey items identified in phase 1 using a modified e-Delphi approach to achieve consensus among an expert panel [ 26 ]. Items from phase 1 were presented to an expert faculty panel using a Qualtrics (Provo, UT) online survey. Panel members were asked to review each item to determine if it should be: included, excluded or adapted for the survey. When adapted was selected faculty experts were asked to provide rationale and suggestions for adaptation through the use of an open text box. Items that reached a level of 75% consensus for either inclusion or adaptation were retained [ 25 , 26 ]. New items were categorized and added, and a revised survey was presented to the panel of experts in round 2. Panel members were again asked to review items, including new items, to determine if it should be: included, excluded, or adapted for the survey. Round 2 of the modified e-Delphi approach also included an item prioritization activity, where participants were then asked to rate the importance of each item, based on a 5-point Likert scale (low to high importance), which De Vaus [ 30 ] states is helpful for increasing the reliability of responses. Items that reached a 75% consensus on inclusion were then considered in relation to the importance it was given by the expert panel. Quantitative data were managed using SPSS (IBM Corp).

Phase 3. Face validity through cognitive interviews with nursing students

The goal of phase 3 was to obtain initial face validity of the proposed survey using a sample of nursing student informants. More specifically, student participants were asked to discuss how items were interpreted, to identify confusing wording or other problematic construction of items, and to provide feedback about the survey as a whole including readability and organization [ 31 , 32 , 33 ]. The focus group was held online and audio recorded. A semi-structured interview guide was developed for this study that focused on clarity, meaning, order and wording of questions; emotions evoked by the questions; and overall survey cohesion and length was used to obtain data (see Supplementary Material 2  for the interview guide). A prompt to “think aloud” was used to limit interviewer-imposed bias and encourage participants to describe their thoughts and response to a given item as they reviewed survey items [ 27 ]. Where needed, verbal probes such as “could you expand on that” were used to encourage participants to expand on their responses [ 27 ]. Student participants’ feedback was collated verbatim and presented to the research team where potential survey modifications were negotiated and finalized among team members. Conventional content analysis [ 34 ] of focus group data was conducted to identify key themes that emerged through discussion with students. Themes were derived from the data by grouping common responses and then using those common responses to modify survey items.

Ten nursing faculty participated in the expert panel. Eight of the 10 faculty self-identified as female. No faculty panel members reported conscientious objector status and ninety percent reported general agreement with MAiD with one respondent who indicated their view as “unsure.” Six of the 10 faculty experts had 16 years of experience or more working as a nurse educator.

Five nursing students participated in the cognitive interview focus group. The duration of the focus group was 2.5 h. All participants identified that they were born in Canada, self-identified as female (one preferred not to say) and reported having received some instruction about MAiD as part of their nursing curriculum. See Tables  1 and 2 for the demographic descriptors of the study sample. Study results will be reported in accordance with the study phases. See Fig.  1 for an overview of the results from each phase.

Fig. 1  Overview of survey development findings

Phase 1: survey item generation

Review of the literature identified that no existing survey was available for use with nursing students in the Canadian context. However, an analysis of themes across qualitative and quantitative studies of physicians, medical students, nurses, and nursing students provided sufficient data to develop a preliminary set of items suitable for adaptation to a population of nursing students.

Four major themes and factors that influence knowledge, attitudes, and beliefs about MAiD were evident from the literature: (i) endogenous or individual factors such as age, gender, personally held values, religion, religiosity, and/or spirituality [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ], (ii) experience with death and dying in personal and/or professional life [ 35 , 40 , 41 , 43 , 44 , 45 ], (iii) training including curricular instruction about clinical role, scope of practice, or the law [ 23 , 36 , 39 ], and (iv) exogenous or social factors such as the influence of key leaders, colleagues, friends and/or family, professional and licensure organizations, support within professional settings, and/or engagement in MAiD in an interdisciplinary team context [ 9 , 35 , 46 ].

Studies of nursing students also suggest overlap across these categories. For example, value for patient autonomy [ 23 ] and the moral complexity of decision-making [ 37 ] are important factors that contribute to attitudes about MAiD and may stem from a blend of personally held values coupled with curricular content, professional training and norms, and clinical exposure. For example, students report that participation in end of life care allows for personal growth, shifts in perception, and opportunities to build therapeutic relationships with their clients [ 44 , 47 , 48 ].

Preliminary items generated from the literature resulted in 56 questions from 11 published sources (See Table  3 ). These items were constructed across four main categories: (i) socio-demographic questions; (ii) end of life care questions; (iii) knowledge about MAiD; or (iv) comfort and willingness to participate in MAiD. Knowledge questions were refined to reflect current MAiD legislation, policies, and regulatory frameworks. Falconer [ 39 ] and Freeman [ 45 ] studies were foundational sources for item selection. Additionally, four case studies were written to reflect the most recent anticipated changes to MAiD legislation and all used the same open-ended core questions to address respondents’ perspectives about the patient’s right to make the decision, comfort in assisting a physician or NP to administer MAiD in that scenario, and hypothesized comfort about serving as a primary provider if qualified as an NP in future. Response options for the survey were also constructed during this stage and included: open text, categorical, yes/no , and Likert scales.

Phase 2: faculty expert panel review

Of the 56 items presented to the faculty panel, 54 questions reached 75% consensus. However, based upon the qualitative responses 9 items were removed largely because they were felt to be repetitive. Items that generated the most controversy were related to measuring religion and spirituality in the Canadian context, defining end of life care when there is no agreed upon time frames (e.g., last days, months, or years), and predicting willingness to be involved in a future events – thus predicting their future selves. Phase 2, round 1 resulted in an initial set of 47 items which were then presented back to the faculty panel in round 2.

Of the 47 initial questions presented to the panel in round 2, 45 reached a level of consensus of 75% or greater, and 34 of these questions reached a level of 100% consensus [ 27 ] of which all participants chose to include without any adaptations) For each question, level of importance was determined based on a 5-point Likert scale (1 = very unimportant, 2 = somewhat unimportant, 3 = neutral, 4 = somewhat important, and 5 = very important). Figure  2 provides an overview of the level of importance assigned to each item.

Ranking level of importance for survey items

After round 2, a careful analysis of participant comments and level of importance was completed by the research team. While the main method of survey item development came from participants’ response to the first round of Delphi consensus ratings, level of importance was used to assist in the decision of whether to keep or modify questions that created controversy, or that rated lower in the include/exclude/adapt portion of the Delphi. Survey items that rated low in level of importance included questions about future roles, sex and gender, and religion/spirituality. After deliberation by the research committee, these questions were retained in the survey based upon the importance of these variables in the scientific literature.

Of the 47 questions remaining from Phase 2, round 2, four were revised. In addition, the two questions that did not meet the 75% cut off level for consensus were reviewed by the research team. The first question reviewed was What is your comfort level with providing a MAiD death in the future if you were a qualified NP ? Based on a review of participant comments, it was decided to retain this question for the cognitive interviews with students in the final phase of testing. The second question asked about impacts on respondents’ views of MAiD and was changed from one item with 4 subcategories into 4 separate items, resulting in a final total of 51 items for phase 3. The revised survey was then brought forward to the cognitive interviews with student participants in Phase 3. (see Supplementary Material 1 for a complete description of item modification during round 2).

Phase 3. Outcomes of cognitive interview focus group

Of the 51 items reviewed by student participants, 29 were identified as clear with little or no discussion. Participant comments for the remaining 22 questions were noted and verified against the audio recording. Following content analysis of the comments, four key themes emerged through the student discussion: unclear or ambiguous wording; difficult to answer questions; need for additional response options; and emotional response evoked by questions. An example of unclear or ambiguous wording was a request for clarity in the use of the word “sufficient” in the context of assessing an item that read “My nursing education has provided sufficient content about the nursing role in MAiD.” “Sufficient” was viewed as subjective and “laden with…complexity that distracted me from the question.” The group recommended rewording the item to read “My nursing education has provided enough content for me to care for a patient considering or requesting MAiD.”

An example of having difficulty answering questions related to limited knowledge related to terms used in the legislation such as such as safeguards , mature minor , eligibility criteria , and conscientious objection. Students were unclear about what these words meant relative to the legislation and indicated that this lack of clarity would hamper appropriate responses to the survey. To ensure that respondents are able to answer relevant questions, student participants recommended that the final survey include explanation of key terms such as mature minor and conscientious objection and an overview of current legislation.

Response options were also a point of discussion. Participants noted a lack of distinction between response options of unsure and unable to say . Additionally, scaling of attitudes was noted as important since perspectives about MAiD are dynamic and not dichotomous “agree or disagree” responses. Although the faculty expert panel recommended the integration of the demographic variables of religious and/or spiritual remain as a single item, the student group stated a preference to have religion and spirituality appear as separate items. The student focus group also took issue with separate items for the variables of sex and gender, specifically that non-binary respondents might feel othered or “outed” particularly when asked to identify their sex. These variables had been created based upon best practices in health research but students did not feel they were appropriate in this context [ 49 ]. Finally, students agreed with the faculty expert panel in terms of the complexity of projecting their future involvement as a Nurse Practitioner. One participant stated: “I certainly had to like, whoa, whoa, whoa. Now let me finish this degree first, please.” Another stated, “I'm still imagining myself, my future career as an RN.”

Finally, student participants acknowledged the array of emotions that some of the items produced for them. For example, one student described positive feelings when interacting with the survey. “Brought me a little bit of feeling of joy. Like it reminded me that this is the last piece of independence that people grab on to.” Another participant, described the freedom that the idea of an advance request gave her. “The advance request gives the most comfort for me, just with early onset Alzheimer’s and knowing what it can do.” But other participants described less positive feelings. For example, the mature minor case study yielded a comment: “This whole scenario just made my heart hurt with the idea of a child requesting that.”

Based on the data gathered from the cognitive interview focus group of nursing students, revisions were made to 11 closed-ended questions (see Table  4 ) and 3 items were excluded. In the four case studies, the open-ended question related to a respondents’ hypothesized actions in a future role as NP were removed. The final survey consists of 45 items including 4 case studies (see Supplementary Material 3 ).

The aim of this study was to develop and validate a survey that can be used to track the growth of knowledge about MAiD among nursing students over time, inform training programs about curricular needs, and evaluate attitudes and willingness to participate in MAiD at time-points during training or across nursing programs over time.

The faculty expert panel and student participants in the cognitive interview focus group identified a need to establish core knowledge of the terminology and legislative rules related to MAiD. For example, within the cognitive interview group of student participants, several acknowledged lack of clear understanding of specific terms such as “conscientious objector” and “safeguards.” Participants acknowledged discomfort with the uncertainty of not knowing and their inclination to look up these terms to assist with answering the questions. This survey can be administered to nursing or pre-nursing students at any phase of their training within a program or across training programs. However, in doing so it is important to acknowledge that their baseline knowledge of MAiD will vary. A response option of “not sure” is important and provides a means for respondents to convey uncertainty. If this survey is used to inform curricular needs, respondents should be given explicit instructions not to conduct online searches to inform their responses, but rather to provide an honest appraisal of their current knowledge and these instructions are included in the survey (see Supplementary Material 3 ).

Some provincial regulatory bodies have established core competencies for entry-level nurses that include MAiD. For example, the BC College of Nurses and Midwives (BCCNM) requires “knowledge about ethical, legal, and regulatory implications of medical assistance in dying (MAiD) when providing nursing care.” (10 p. 6) However, across Canada curricular content and coverage related to end of life care and MAiD is variable [ 23 ]. Given the dynamic nature of the legislation that includes portions of the law that are embargoed until 2024, it is important to ensure that respondents are guided by current and accurate information. As the law changes, nursing curricula, and public attitudes continue to evolve, inclusion of core knowledge and content is essential and relevant for investigators to be able to interpret the portions of the survey focused on attitudes and beliefs about MAiD. Content knowledge portions of the survey may need to be modified over time as legislation and training change and to meet the specific purposes of the investigator.

Given the sensitive nature of the topic, it is strongly recommended that surveys be conducted anonymously and that students be provided with an opportunity to discuss their responses to the survey. A majority of feedback from both the expert panel of faculty and from student participants related to the wording and inclusion of demographic variables, in particular religion, religiosity, gender identity, and sex assigned at birth. These and other demographic variables have the potential to be highly identifying in small samples. In any instance in which the survey could be expected to yield demographic group sizes less than 5, users should eliminate the demographic variables from the survey. For example, the profession of nursing is highly dominated by females with over 90% of nurses who identify as female [ 50 ]. Thus, a survey within a single class of students or even across classes in a single institution is likely to yield a small number of male respondents and/or respondents who report a difference between sex assigned at birth and gender identity. When variables that serve to identify respondents are included, respondents are less likely to complete or submit the survey, to obscure their responses so as not to be identifiable, or to be influenced by social desirability bias in their responses rather than to convey their attitudes accurately [ 51 ]. Further, small samples do not allow for conclusive analyses or interpretation of apparent group differences. Although these variables are often included in surveys, such demographics should be included only when anonymity can be sustained. In small and/or known samples, highly identifying variables should be omitted.

There are several limitations associated with the development of this survey. The expert panel was comprised of faculty who teach nursing students and are knowledgeable about MAiD and curricular content, however none identified as a conscientious objector to MAiD. Ideally, our expert panel would have included one or more conscientious objectors to MAiD to provide a broader perspective. Review by practitioners who participate in MAiD, those who are neutral or undecided, and practitioners who are conscientious objectors would ensure broad applicability of the survey. This study included one student cognitive interview focus group with 5 self-selected participants. All student participants had held discussions about end of life care with at least one patient, 4 of 5 participants had worked with a patient who requested MAiD, and one had been present for a MAiD death. It is not clear that these participants are representative of nursing students demographically or by experience with end of life care. It is possible that the students who elected to participate hold perspectives and reflections on patient care and MAiD that differ from students with little or no exposure to end of life care and/or MAiD. However, previous studies find that most nursing students have been involved with end of life care including meaningful discussions about patients’ preferences and care needs during their education [ 40 , 44 , 47 , 48 , 52 ]. Data collection with additional student focus groups with students early in their training and drawn from other training contexts would contribute to further validation of survey items.

Future studies should incorporate pilot testing with small sample of nursing students followed by a larger cross-program sample to allow evaluation of the psychometric properties of specific items and further refinement of the survey tool. Consistent with literature about the importance of leadership in the context of MAiD [ 12 , 53 , 54 ], a study of faculty knowledge, beliefs, and attitudes toward MAiD would provide context for understanding student perspectives within and across programs. Additional research is also needed to understand the timing and content coverage of MAiD across Canadian nurse training programs’ curricula.

The implementation of MAiD is complex and requires understanding of the perspectives of multiple stakeholders. Within the field of nursing this includes clinical providers, educators, and students who will deliver clinical care. A survey to assess nursing students’ attitudes toward and willingness to participate in MAiD in the Canadian context is timely, due to the legislation enacted in 2016 and subsequent modifications to the law in 2021 with portions of the law to be enacted in 2027. Further development of this survey could be undertaken to allow for use in settings with practicing nurses or to allow longitudinal follow up with students as they enter practice. As the Canadian landscape changes, ongoing assessment of the perspectives and needs of health professionals and students in the health professions is needed to inform policy makers, leaders in practice, curricular needs, and to monitor changes in attitudes and practice patterns over time.

Availability of data and materials

The datasets used and/or analysed during the current study are not publicly available due to small sample sizes, but are available from the corresponding author on reasonable request.

Abbreviations

British Columbia College of Nurses and Midwives

Medical assistance in dying

Nurse practitioner

Registered nurse

University of British Columbia Okanagan

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We would like to acknowledge the faculty and students who generously contributed their time to this work.

JS received a student traineeship through the Principal Research Chairs program at the University of British Columbia Okanagan.

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JS made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and drafting and substantively revising the work. JS has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. BP made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and drafting and substantively revising the work. BP has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. LO made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and substantively revising the work. LO has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. NDO made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and substantively revising the work. NDO has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. HS made substantial contributions to drafting and substantively revising the work. HS has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature.

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Schroeder, J., Pesut, B., Olsen, L. et al. Developing a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in Medical Assistance in Dying (MAiD): a mixed method modified e-Delphi study. BMC Nurs 23 , 326 (2024). https://doi.org/10.1186/s12912-024-01984-z

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