Interrupted clinical placements among nursing students: a scoping review of causes and preventive strategies
TL;DR
To systematically summarize the causes of interrupted clinical placements among nursing students and the strategies to prevent them, providing evidence for future research and intervention development, a systematic search was conducted in eight databases.
Abstract
To systematically summarize the causes of interrupted clinical placements among nursing students and the strategies to prevent them, providing evidence for future research and intervention development. Following the Joanna Briggs Institute (JBI) scoping review framework, a systematic search was conducted in eight databases (CNKI, Wanfang, VIP, CBM, PubMed, Embase, Web of Science, and Cochrane Library) up to February 28, 2026. Studies examining the causes of and interventions for nursing students’ interrupted clinical placements were included. A total of 23 studies were included. Causes of interruption were categorized into five themes: personal factors, clinical environment factors, socio-economic factors, demographic characteristics, and digital technology factors. The most frequently reported cause was insufficient preceptor and clinical support. Preventive strategies were grouped into five themes: psychological and emotional support, teaching and competency development, environmental and institutional optimization, preceptor and peer support, and policy and collaborative support. Preceptor and peer support was the most frequently cited strategy. Interruptions in clinical placements result from multifactorial interactions. Preventive strategies should be implemented collaboratively at the individual, interpersonal, environmental, and institutional levels. Preceptor and peer support may serve as a key entry point for intervention. Future research should explore longitudinal designs, digital technology interventions, and inter-institutional collaboration to establish systematic support frameworks. Not applicable.