Laugaland Kristin Alstveit, Klippen May Irene Furenes, Ravik Monika, Gonzalez Marianne Thorsen, Akerjordet Kristin
SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
Knowledge Centre for Education, Faculty of Art and Education, University of Stavanger, Norway.
Nurse Educ Today. 2025 Mar;146:106515. doi: 10.1016/j.nedt.2024.106515. Epub 2024 Nov 26.
Co-creation in educational design and development is evolving and increasingly recognised as a vital component of contemporary nursing education. However, there remains a need to strengthen the knowledge base for this approach. Therefore, this study aimed to provide a comprehensive overview of empirical research on co-creation within nursing education and identify gaps in knowledge and areas requiring further investigation.
This study utilised a systematic scoping approach and followed a five-stage methodological framework: (1) identifying the research question; (2) selecting relevant studies; (3) choosing appropriate studies; (4) charting and organising the data; and (5) synthesising, summarising, and reporting the results. It searched the ERIC, Web of Science, Scopus, Medline, CINAHL, and PubMed databases to identify relevant articles, which then underwent double-blind screening, identifying 14 that met the inclusion criteria for this scoping review.
The analysis identified five themes that reflect the scope and nature of empirical research on co-creation in nursing education: (1) scarcity of studies and varied conceptualisation of co-creation, (2) dominance of digital educational co-creation initiatives, (3) underrepresentation of multidisciplinary collaboration in co-creation initiatives, (4) workshops as key activities of co-creative collaboration and engagement, and (5) paucity of knowledge on co-creation effectiveness.
This review highlights the need for more comprehensive research systematically examining the benefits, impacts, and facilitators of co-creation in nursing education. Future studies should incorporate the perspectives of multiple stakeholders, especially within clinical nursing education, and investigate the scalability of co-creation, including its costs and benefits.
教育设计与开发中的共同创造正在不断发展，并日益被视为当代护理教育的重要组成部分。然而，仍需加强这种方法的知识基础。因此，本研究旨在全面概述护理教育中共同创造的实证研究，并找出知识空白和需要进一步调查的领域。
本研究采用系统的范围界定方法，并遵循一个五阶段的方法框架：（1）确定研究问题；（2）选择相关研究；（3）挑选合适的研究；（4）绘制和整理数据；（5）综合、总结和报告结果。它检索了教育资源信息中心（ERIC）、科学网、Scopus、医学索引（Medline）、护理学与健康领域数据库（CINAHL）和医学期刊数据库（PubMed）以识别相关文章，这些文章随后经过双盲筛选，确定了14篇符合本范围界定综述纳入标准的文章。
分析确定了五个主题，反映了护理教育中共同创造实证研究的范围和性质：（1）研究稀缺且共同创造的概念化各异，（2）数字教育共同创造举措占主导地位，（3）多学科合作在共同创造举措中的代表性不足，（4）工作坊是共同创造合作与参与的关键活动，（5）关于共同创造有效性的知识匮乏。
本综述强调需要进行更全面的研究，系统地考察护理教育中共同创造的益处、影响和促进因素。未来的研究应纳入多个利益相关者的观点，尤其是临床护理教育中的利益相关者，并调查共同创造的可扩展性，包括其成本和效益。
