Clinical related critical incidents in undergraduate nursing students: A scoping review
Giuliana Harvey1, Catherine Carter-Snell1, Danielle Aalen2
1School of Nursing and Midwifery, Mount Royal University, Calgary, Canada.
Aim:
The purpose of this scoping review was to map clinical-related critical incidents and their implications on undergraduate nursing students.
Background:
The unpredictability inherent in the clinical learning environment places nursing students at risk of a critical incident that may lead to long-term consequences.
Design:
A scoping review was conducted using the Joanna Briggs Institute framework.
Method:
A search for primary research sources and dissertations was conducted using the CINAHL, PubMed, Dissertation and Thesis Global, and MEDLINE databases. Eligibility criteria included primary research related to undergraduate nursing students who had experienced critical incidents in the clinical setting.
Results:
From a total of 66 identified articles, only one met the inclusion criteria. Overall, it was identified that the term "stress" was inconsistently defined. Researchers have primarily focused on general stress from academic and experiential learning rather than sudden and unexpected critical incidents underpinned by clinical experiences.
Conclusion:
The scoping review results identify a significant gap in the research relative to clinical-related critical incidents and the associated implications experienced by undergraduate nursing students.
Relevance To Clinical Practice:
Further research is needed so that crisis interventions can be prioritized and strategies to enhance resilience can be addressed before graduation.
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