Nursing Students' Experiences of Physical Restraints During Clinical Practicum: A Meta-Synthesis

To critically analyze, interpret, and synthesize the literature on nursing students' experiences of physical restraints during clinical practicum.

A meta-synthesis.

This meta-synthesis included peer-reviewed qualitative studies exploring nursing students' experiences of physical restraints during clinical practicum across healthcare settings. Research processes of meta-study (meta-data-analysis, meta-method, meta-theory, and meta-synthesis) were employed to analyze, interpret, and synthesize the findings of included studies. Methodological quality was appraised using a combined appraisal tool (The Critical Appraisal Skills Programme Qualitative Research Checklist and the Primary Research Appraisal Tool).

Eleven electronic databases (CINAHL, EMBASE, PubMed, PsycINFO, ERIC, Education Source, Cochrane, Scopus, RISS, DBpia, and KoreaMed) were searched from the earliest year to March 2025.

Nine studies were included. The quality of all included studies was appraised as high. Six themes emerged from the meta-synthesis. Nursing students described frequent witnessing, negative responses, acknowledging and questioning, gaps between, barriers and alternatives, and educational needs related to physical restraints during their clinical practicums.

Nursing educators in both academic and clinical settings should recognize the importance of restraint-reduction education and implement effective educational programs to enhance students' preparedness for restraint-reduction care.

Nursing students are frequently exposed to physical restraints during clinical practicum; however, there is a lack of qualitative reviews regarding their experiences. Students experienced frequent exposure, negative emotional responses, theory-practice gaps, and inadequate preparation regarding physical restraints. The findings request the need to strengthen clinical education for nursing students on restraint-reduction care.

Effective and structured education on restraint reduction, including simulation-based and reflective learning strategies, is requested to prepare nursing students with the professional competencies required to provide restraint-free care and person-centered care.

No patient or public contribution.

PROSPERO (CRD42024625289).