SYSTEMATIC REVIEW article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1595655
This article is part of the Research TopicThe Importance of Faculty Development in Medical EducationView all 16 articles
Global Interventions Addressing Student Nurses' Absenteeism in Clinical Placement: A Scoping Review
Provisionally accepted
- University of Venda, Thohoyandou, South Africa
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Introduction: Clinical placement is one of the critical aspects of nursing training; it allows students to gain first-hand experience by dealing with confirmed cases in clinical areas, and this helps them to put the theory they learned from the classroom into practice. Absenteeism from the clinical areas might affect the student's progression to the next level of study. Aim: This scoping review examined the current literature on interventions addressing student nurses' absenteeism in clinical placement. Methods: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews (PRISMA-ScR). Various databases were used for searching for the relevant articles and were handled in the reference manager EndNote. Ten research studies from global countries were included in this review. Primary data were synthesized using descriptive analysis methodology. Findings: The findings indicated the available interventions to address student nurses' absenteeism: 1) adequate clinical accompaniment and supervision, 2) students' support, and 3) students' motivation. Conclusion: By fostering better support systems and recognizing student commitment, healthcare institutions can enhance attendance rates and overall clinical experiences, ultimately contributing to developing competent, motivated healthcare professionals.
Keywords: Absenteeism, Clinical placement, intervention, Scoping review, Student nurses
Received: 18 Mar 2025; Accepted: 12 Jun 2025.
Copyright: © 2025 Masutha, Motadi and Maluleke. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Thingahangwi Cecilia Masutha, University of Venda, Thohoyandou, South Africa
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