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Open Access CC BY V4.0
Journal article
Factors contributing to clinical placement failure and remediation strategies in nursing education: An integrative review
Teaching and learning in nursing, In Press
2026
Abstract
Objectives
To synthesize evidence on clinical placement failure among nursing students and identify evidence-informed remediation strategies.
Design
Integrative review using PRISMA-informed reporting and thematic synthesis.
Data Sources
CINAHL, Scopus, and PubMed were searched for English-language peer-reviewed literature on clinical placement failure, underperformance, remediation, and educational support.
Review Methods
Records were screened against predefined criteria. Data were extracted into a structured matrix, appraised using Critical Appraisal Skills Program-informed criteria, and synthesized through iterative coding, cross-study comparison, category development, and theme refinement.
Results
The search log identified 1,819 Scopus records; 177 records were screened and 16 studies included. Placement failure was associated with interacting with student, relational, clinical environment, and system-level factors. The strongest recurring supports were early identification, individualized learning plans, structured feedback, psychologically safe simulation, supervisor preparation, and academic-clinical partnership. However, the literature did not provide strong controlled or longitudinal evidence that any single remediation strategy reliably prevents placement failure, and isolated interventions were insufficiently supported.
Conclusions
Clinical placement failure should be addressed as a predictable educational risk rather than an isolated student deficit. A multilevel remediation framework is proposed for nursing programs, while recognizing that current evidence supports structured, multicomponent approaches more strongly than any single stand-alone intervention.
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Details
- Title
- Factors contributing to clinical placement failure and remediation strategies in nursing education: An integrative review
- Authors/Creators
- (Tina)Nan Qi - College of Sport, Health, and Engineering, Victoria University, Melbourne, Victoria, AustraliaXiang Min Tan - Monash UniversityLi Wei - Murdoch UniversityJieli Li - The University of Melbourne
- Publication Details
- Teaching and learning in nursing, In Press
- Publisher
- Elsevier Inc.
- Identifiers
- 991005921488107891
- Copyright
- © 2026 The Authors.
- Murdoch Affiliation
- School of Nursing
- Language
- English
- Resource Type
- Journal article
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