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Journal article
Re-imagining nursing education: Mapping student learning, transition, and workforce readiness – A scoping review
International journal of nursing studies, Vol.178, 105368
2026
PMID: 41740523
Abstract
Background
Graduating nursing students frequently encounter a disconnect between academic preparation and the realities of clinical practice, often feeling underprepared, overwhelmed, and emotionally vulnerable. Contributing factors include inconsistent curricula, variable teaching quality, and limited access to high-fidelity simulation and mentorship. This fragmented preparation framework undermines resilience and readiness for today's complex healthcare environments.
Aim
The aim of this scoping review is to identify and map the existing gaps in nurse education that impact the preparedness of student nurses entering professional practice.
Design/Methods
A scoping review conducted in December 2024 and December 2025 mapped the existing literature on nursing education to identify research gaps. The review comprised a comprehensive search of CINAHL, Informit, ProQuest, PsycINFO, PubMed, Scopus, and Web of Science, followed by analysis of the 81 relevant studies. The PRISMA-ScR guidelines ensured a systematic and transparent approach to the selection and inclusion of studies.
Results
The review identified overarching domains (curriculum, teaching, simulation, clinical education and student readiness) where specific barriers were evident, including the theory-practice gap, inconsistent supervision and feedback, limited evaluation transparency, and transition shock. Evidence suggests that integrating practice-proximal education (simulation and longitudinal placements) with structured supports (Dedicated Education Units, mentorship/residency programs) and robust feedback mechanisms provides a coherent pathway to strengthen graduate readiness and early-career outcomes.
Conclusion
Nursing students face persistent challenges in achieving clinical readiness due to fragmented curricula, inconsistent pedagogy, and limited academic-clinical integration. Addressing these issues requires a future-focused, evidence-informed education model, such as the Professional Readiness and Education for Practice Framework, which embeds authentic clinical experiences, structured mentorship, cultural safety, and digital health competencies to prepare graduates for the realities of contemporary healthcare practice.
Details
- Title
- Re-imagining nursing education: Mapping student learning, transition, and workforce readiness – A scoping review
- Authors/Creators
- Sita Sharma (Author)Dianne Stratton-Maher - University of Southern QueenslandTracey Tulleners - University of Southern QueenslandJessica Elliott - University of Southern QueenslandLiz Ryan - University of Southern QueenslandJillian Mcculloch - University of Southern QueenslandGeraldine Roderick - University of Southern QueenslandThenuja Jayasinghe - University of Southern QueenslandJoanne Buckley - University of Southern QueenslandJamie-May Newman - University of Southern QueenslandHelen Nutter - University of Southern QueenslandJo Southern - University of Southern QueenslandLisa Beccaria - University of Southern QueenslandGeorgina Sheridan - University of Southern QueenslandDanielle Gleeson - University of Southern QueenslandHaiying Wang - University of Southern QueenslandTao Wang - University of Southern QueenslandSita Sharma - University of Southern QueenslandLinda Ng - University of Southern QueenslandDaniel Terry - University of Southern QueenslandJing-Yu (Benjamin) Tan - University of Southern QueenslandLinda Deravin - University of Southern Queensland
- Publication Details
- International journal of nursing studies, Vol.178, 105368
- Publisher
- Elsevier Ltd.
- Number of pages
- 14
- Identifiers
- 991005926317807891
- Copyright
- © 2026 The Authors.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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