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Clinical setting belongingness and development of perceived practice readiness in prelicensure nursing students: A
Beth Nease1, Cynthia Corbett1, Stephanie Armstrong1
1University of South Carolina, College of Nursing, 1601 Greene St, Columbia, SC, 29208, United States of America.
Objective:
The objective of this scoping review was to explore the link between belongingness in the clinical setting and the development of practice readiness in undergraduate student nurses. With higher demand for an increasingly competent nursing workforce, understanding the factors that contribute to practice readiness is crucial. The focus of this paper is the influence of prelicensure nursing students' perceptions of belongingness in the clinical learning environment on students 'preparedness for professional practice.
Design:
The Joanna Briggs Institute methodology for scoping reviews was followed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist.
Data Sources:
PubMed, CINAHL, and EMBASE databases were systematically searched.
Results:
The review included 25 articles describing 20 studies, with diverse study methodological approaches and participant demographics. The literature reveals a diverse array of methodological approaches, with qualitative studies significantly outnumbering quantitative. Furthermore, the global reach of the research underscores the widespread recognition of belongingness as a critical factor in clinical learning and the development of practice readiness.
Conclusions:
Belongingness is associated with increased opportunities for learning and skill development in the clinical setting, providing a bridge between theory and practice. A keen sense of belonging positively influences confidence in clinical problem solving, confidence in managing a patient care assignment, and confidence in clinical skill performance.
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