JMIR Publications

ABSTRACT

Background:

The transition from simulation-based 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 is a dimensions essential to professional learning and patient safety. Although simulation aims to prepare students for clinical realities, the extent to which it supports their emotional and social readiness for real practice remains unclear.

Objective:

The primary objective of this scoping review is to map existing literature addressing the well-being, adaptability, and sense of belonging of undergraduate nursing students as they transition from the simulation lab to the clinical environment. Secondary objectives include identifying educational interventions or strategies that foster these dimensions and highlighting gaps and directions for future research.

Methods:

The review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews and the PRISMA-ScR reporting guidelines. A systematic search will be conducted in PubMed, CINAHL, APA PsycINFO, and ScienceDirect for studies published between 2015 and 2025 in English or French. Eligible studies will include empirical (quantitative, qualitative, or mixed-method) and review papers exploring nursing students’ experiences of transitioning from simulation-based to real clinical settings. Two reviewers will independently screen titles, abstracts, and full texts, extract relevant data, and synthesize findings using thematic analysis.

Results:

Data collection and analysis are expected to be completed by June 2026. Results will summarize current definitions, measures, and interventions related to students’ well-being, adaptability, and belonging, as well as identify evidence gaps and conceptual trends in literature.

Conclusions:

This scoping review will offer a comprehensive synthesis of how undergraduate nursing students experience the transition from simulation-based learning to clinical practice, with a particular focus on psychosocial dimensions such as well-being, adaptability, and sense of belonging. By identifying key factors and interventions that support these dimensions, the findings will inform the development of targeted educational strategies and contribute to enhancing transition frameworks within nursing education.