ArticleJMIR research protocols2026
Exploring the Well-Being, Adaptability, and Sense of Belonging of Undergraduate Nursing Students During the Transition From Simulation to Clinical Practice: Protocol for a Scoping Review.
Article in JMIR research protocols, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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Who cites it
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Authors and funding
4 authors.
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Abstract
Background: The transition from university-based simulation learning to the clinical environment is a pivotal stage in undergraduate nursing education. This period can influence students' psychological well-being, adaptability, and sense of belonging within the clinical setting, which are essential dimensions to professional learning and patient safety. Although simulations aim to prepare students for clinical realities, the extent to which they support students' emotional and social readiness for real practice remains unclear. Objective: This scoping review aims to map literature on undergraduate nursing students' well-being, adaptability, and sense of belonging during their transition from university-based simulation learning to clinical practice. Secondary objectives include identifying educational interventions and highlighting research gaps for future research. Methods: The review will follow the JBI methodology for scoping reviews and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) reporting guidelines. A systematic search will be conducted in PubMed, CINAHL, APA PsycINFO, Scopus, and ScienceDirect for studies published between 2015 and 2025 in English or French. A gray literature search will also be performed in Google Scholar. Eligible studies will include empirical (quantitative, qualitative, or mixed method) and review papers exploring nursing students' experiences of transitioning from university-based simulation learning to real clinical settings. Two reviewers will independently screen titles, abstracts, and full texts; extract relevant data; and synthesize findings using thematic analysis. Results: As of February 2026, data collection is projected to be completed by April 2026, and data analysis is expected to be finalized by June 2026. Results will summarize current definitions, measures, and interventions related to students' well-being, adaptability, and sense of belonging, as well as identify evidence gaps and conceptual trends in literature. Conclusions: This scoping review will address a critical gap by clarifying how psychosocial dimensions of the transition from university-based simulation learning to clinical practice are conceptualized, measured, and supported in undergraduate nursing education, thereby informing the development of more comprehensive and learner-centered educational strategies.
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