Brokered clinical experiences in nursing education: Addressing variability and equity through concept analysis

Area of Science:

• Nursing Education
• Health Professions Education
• Competency-Based Education

Background:

• Traditional clinical placements in undergraduate nursing education often result in inequitable and variable learning experiences.
• The concept of brokered clinical experiences is underdefined, necessitating clarification for structured educational approaches.

Purpose of the Study:

• To define the concept of brokered clinical experiences.
• To establish a theoretical framework for implementing brokered clinical experiences in undergraduate nursing education.

Main Methods:

• A concept analysis using Walker and Avant's eight-step method.
• Systematic literature search across CINAHL, PubMed, ERIC, PsycINFO, and Scopus (2004-2024).
• Analysis of 86 sources including peer-reviewed literature and regulatory frameworks.

Main Results:

• Six defining attributes identified: intentional curation, shared agency, preceptor-student engagement, reflective interpretation, equity of exposure, and developmental progression.
• Antecedents include clinical capacity, preceptor preparedness, institutional support, student readiness, and partnerships.
• Consequences encompass enhanced competency, improved equity, and alignment with competency-based standards.

Conclusions:

• Brokered clinical experiences provide an intentional, equity-focused model for clinical learning, surpassing traditional supervision.
• This framework supports equitable exposure, developmental progression, and competency attainment in nursing education.
• Findings advocate for integrating brokered approaches into curriculum, preceptor training, and evaluation.