| Titre : | Belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment: A scoping review (2022) |
| Auteurs : | Diana L. Singer ; Alysha Sapp ; Kathy A. Baker |
| Type de document : | Article |
| Dans : | Nurse Education in Practice (Vol. 64, October 2022) |
| Article en page(s) : | 103422 |
| Note générale : | https://doi.org/10.1016/j.nepr.2022.103422 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Apprentissages premiers (cycle des) ; Élève infirmier ; Environnement d'apprentissage |
| Mots-clés: | Belonging ; Belongingness ; Clinical experience ; Clinical learning environment ; Pre-licensure nursing students ; Undergraduate nursing students |
| Résumé : | Aim The aim of this scoping review was to map the literature investigating belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment. Background 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. Design 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. Methods 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. Results 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. Conclusions 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. Tweetable abstract Scoping review suggests environmental, relational and experiential factors promote positive outcomes in belongingness of nursing students. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322001366 |
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