Harris College of Nursing & Health Sciences, Texas Christian University, 2800 West Bowie Street, Fort Worth, TX 76129, the United States of America; JPS Health Network, 1500 South Main Street, Fort Worth, TX 76104, the United States of America.
Mary Couts Burnett Library, Texas Christian University, 2913 West Lowden Street, Fort Worth, TX 76129, the United States of America.
Nurse Educ Pract. 2022 Oct;64:103422. doi: 10.1016/j.nepr.2022.103422. Epub 2022 Aug 6.
The aim of this scoping review was to map the literature investigating belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment.
The concept of belongingness, which encompasses feelings of acceptance, connection and value alignment, has been tied to positive outcomes in undergraduate/pre-licensure nursing students including increased learning, participation, confidence and professional socialization. It is critical for educators and clinical staff to foster a sense of belongingness for nursing students to promote positive and effective clinical learning experiences.
The scoping review strategy established by the Joanna Briggs Institute was followed. The databases searched were CINAHL Complete (EBSCO), Education Source, Medline Complete (EBSCO), APA PsycINFO (EBSCO) and Epistemonikos.
Following a search of the five databases, studies were screened by title and abstract by two independent reviewers for inclusion. Data including population, concept, context, methods and key findings relevant to the review question were extracted and synthesized using an instrument developed by the reviewers.
A total of 47 articles with varying methodologies were critically appraised. Three overarching focus areas emerged: outcomes resulting from feelings of belongingness versus alienation, factors that contribute to a sense of belongingness in the clinical learning environment and interventions to promote a sense of belongingness while students are immersed in the clinical learning environment.
Belongingness in the clinical learning environment is an important concept that lends itself to positive learning experiences and increased satisfaction of undergraduate/pre-licensure nursing students. Environmental, relational and experiential factors can be maximized and specific interventions employed to promote belongingness. This review identifies a lack of evidence on measured interventional effectiveness at the student, school and clinical unit level. Future research to address these gaps is recommended.
Scoping review suggests environmental, relational and experiential factors promote positive outcomes in belongingness of nursing students.
本范围综述旨在绘制调查本科/执业前护理学生临床学习环境归属感的文献。
归属感的概念包括接受感、联系感和价值一致性，与本科/执业前护理学生的积极成果相关，包括增加学习、参与、信心和专业社会化。教育者和临床工作人员必须培养护理学生的归属感，以促进积极有效的临床学习体验。
采用 Joanna Briggs 研究所制定的范围综述策略。搜索的数据库包括 CINAHL Complete（EBSCO）、Education Source、Medline Complete（EBSCO）、APA PsycINFO（EBSCO）和 Epistemonikos。
在对五个数据库进行搜索后，两名独立评审员根据标题和摘要筛选研究进行纳入。使用评审员开发的工具提取和综合与审查问题相关的数据，包括人口、概念、背景、方法和关键发现。
批判性评估了 47 篇具有不同方法的文章。出现了三个总体重点领域：归属感与疏离感产生的结果、有助于临床学习环境归属感的因素以及在学生沉浸在临床学习环境中时促进归属感的干预措施。
临床学习环境中的归属感是一个重要的概念，它有助于积极的学习体验和提高本科/执业前护理学生的满意度。可以最大限度地提高环境、关系和体验因素，并采取具体干预措施来促进归属感。本综述确定了在学生、学校和临床单位层面上衡量干预效果的证据不足。建议进行未来研究以解决这些差距。
范围综述表明，环境、关系和体验因素可促进护理学生归属感的积极结果。
