SynthesisJournal of advanced nursing2025
Exploring Students' Perceptions and Experiences of Raising Concerns During Pre-Registration Training in England: A Systematic Review.
Synthesis in Journal of advanced nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo explore the perceptions and experiences of students raising concerns during pre-registration health and/or social care training in England.
designSystematic review. DATA SOURCES: MEDLINE, CINAHL, ERIC, PsycINFO and Education Research Complete were systematically searched for studies published between September 2015 and August 2024. Grey literature searches were conducted using Google Scholar and ETHOS British Library. Reference lists from included studies were hand searched.
methodsJoanna Briggs Institute methodological guidance for the conduct of systematic review informed conduct and the convergent integrated approach. Mixed methods appraisal tool was used for quality appraisal.
findingsEleven studies were included. Synthesis of findings generated three themes: (1) conflicting needs of self and others, (2) navigating the professional workspace and, (3) 'choice to voice'.
conclusionSpeaking up and raising concerns as a pre-registration student is a complex, multi-faceted and non-linear social phenomenon. Experiences and perceptions are impacted by the novice student position alongside individual, interpersonal and organisational factors. Open cultures within teams and organisations, leadership, support and feedback may enable students overcome barriers to raising concerns. IMPACT: Raising concerns may reduce avoidable harm. Pre-registration students offer a 'fresh pair of eyes'; however, they face barriers related to their student position. Synthesis of speaking-up experiences and perceptions of students in English settings can inform the design of learning environments which equip pre-registration students with the knowledge and skills required to cultivate safety behaviours. These skills contribute positively to safety culture and support learning and improvement in complex systems such as health and social care. REPORTING
methodThe review followed PRISMA reporting guidelines. PATIENT OR PUBLIC CONTRIBUTION: The conceptualisation of this project was informed by engagement events with higher education staff, students and Freedom to Speak Up Guardians.
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Registered trials
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