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Re-imagining nursing education: Mapping student learning, transition, and workforce readiness - A scoping review
Dianne Stratton-Maher1, Tracey Tulleners2, Jessica Elliott2
1School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia.
Background:
Graduating nursing students frequently encounter a disconnect between academic preparation and the realities of clinical practice, often feeling underprepared, overwhelmed, and emotionally vulnerable. Contributing factors include inconsistent curricula, variable teaching quality, and limited access to high-fidelity simulation and mentorship. This fragmented preparation framework undermines resilience and readiness for today's complex healthcare environments.
Aim:
The aim of this scoping review is to identify and map the existing gaps in nurse education that impact the preparedness of student nurses entering professional practice.
Design/Methods:
A scoping review conducted in December 2024 and December 2025 mapped the existing literature on nursing education to identify research gaps. The review comprised a comprehensive search of CINAHL, Informit, ProQuest, PsycINFO, PubMed, Scopus, and Web of Science, followed by analysis of the 81 relevant studies. The PRISMA-ScR guidelines ensured a systematic and transparent approach to the selection and inclusion of studies.
Results:
The review identified overarching domains (curriculum, teaching, simulation, clinical education and student readiness) where specific barriers were evident, including the theory-practice gap, inconsistent supervision and feedback, limited evaluation transparency, and transition shock. Evidence suggests that integrating practice-proximal education (simulation and longitudinal placements) with structured supports (Dedicated Education Units, mentorship/residency programs) and robust feedback mechanisms provides a coherent pathway to strengthen graduate readiness and early-career outcomes.
Conclusion:
Nursing students face persistent challenges in achieving clinical readiness due to fragmented curricula, inconsistent pedagogy, and limited academic-clinical integration. Addressing these issues requires a future-focused, evidence-informed education model, such as the Professional Readiness and Education for Practice Framework, which embeds authentic clinical experiences, structured mentorship, cultural safety, and digital health competencies to prepare graduates for the realities of contemporary healthcare practice.
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