Aug 2026· Healthcare· Vol 14· 0 citations· 63 references
Medicine
TL;DR
A unified educational framework that integrates these components is required to enable confident, adaptable, and practice-ready midwives, and to identify gaps in the existing literature to inform a coherent and future-ready educational framework.
Abstract
Background: Preparing midwifery graduates to be confident, competent, and resilient is essential for workforce sustainability, yet students report a disconnect between academic preparation and clinical realities. Increasing care complexity, workforce shortages, and variable clinical learning environments globally highlight the need to examine how educational strategies support effective transition to practice. Objective: To map and synthesise the evidence regarding educational approaches, learning experiences, and transition-to-practice factors that influence preparedness for professional practice among midwifery students, and to identify gaps in the existing literature to inform a coherent and future-ready educational framework. Methods: A PRISMA-ScR-guided scoping review was conducted across seven databases. Data were extracted through a standardised template and analysed using narrative synthesis. Qualitative, quantitative, and mixed-method studies were examined for learning approaches, practice conditions, and transition experiences. Results: Three overarching domains and seven sub-domains were identified. Reflective practice, blended learning, simulation, and collaborative approaches were widely valued but inconsistently implemented. Students frequently experienced transition shock, limited scaffolding of higher-order thinking, variable supervision, with misalignment between curricula, competency frameworks, and clinical expectations, leading to uneven confidence and skill development. Educator capacity constraints particularly in feedback, reflection, and simulation pedagogy were recurrent barriers. Positive clinical environments and structured reflective opportunities consistently strengthened competence, identity formation, and readiness. Conclusion: Midwifery education is evolving towards contemporary, competency-based pedagogies, yet persistent inconsistencies undermine the reliability of graduate preparation. Strengthening curriculum coherence, standardising key learning experiences, investing in educator capability, and embedding structured reflection and simulation are essential. A unified educational framework that integrates these components is required to enable confident, adaptable, and practice-ready midwives.
The synthesis shows that Ghana’s central challenge is not a simple choice between enrolment growth and quality, and access should be defined as effective access: fair entry, supported progression, exposure to sufficient accredited learning opportunities, attainment of demonstrable competence and a realistic transition into appropriately distributed employment.
Mustapha Bin Usman, Albert Opoku, Thomas A. Asafo Adjei et al.· Journal of Education Society...· 0 citations
This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.
Mira Istiana, Eveline Siregar, T. Iriani et al.· Jurnal Paedagogy· 0 citations
The theory-practice gap frequently triggers transition shock among pre-licensure nursing students. This study aims to identify, evaluate, and synthesize recent literature regarding the readiness level of professional nursing students transitioning to clinical practice. This systematic review adhered to the PRISMA protocol and searched PubMed, ScienceDirect, and Google Scholar for studies published over the last five years. Selection followed the PICOS framework, and methodological quality was appraised using the Joanna Briggs Institute (JBI) Checklist. Twelve articles from eight countries were analyzed. Quantitative findings indicate that practice readiness levels range from moderate to high, with mean scores averaging 63.5% to 75.4% of maximum capacity. However, significant variations exist, heavily influenced by healthcare contexts and educational cultures. Results confirm that readiness is multidimensional, integrating clinical skills, intrapersonal factors, teamwork, and professionalism. Limitations include a reliance on self-reported measures and the absence of a singular standardized assessment tool. Ultimately, these findings can directly inform nursing curriculum redesigns and the establishment of robust hospital-university partnership models, highlighting the critical need for structured pre-clinical orientations and integrated nurse residency programs to mitigate transition shock.
Abstract Background Objective structured clinical examinations (OSCEs) are a common assessment tool used to evaluate the application of clinical knowledge, clinical reasoning, competency-based performance, and professional behavior in health care education. Their development and facilitation are often included under the broader umbrella of simulation pedagogies. Despite their widespread adoption and the availability of guidelines, variability exists in approaches specific to OSCE development, implementation, and evaluation. Objective The purpose of this scoping review is to explore and describe the variability and similarities in OSCE development, implementation, and evaluation in nursing, midwifery, and medical education in the context of existing guidelines to inform future directive work in this area. Methods This review will follow the JBI methodology for scoping reviews, with searches conducted by a librarian familiar with the scoping review process. Records retrieved will be reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Two reviewers will independently assess the records for inclusion against the defined criteria and extract data using an adapted JBI extraction form. The data will be charted using narrative summary text, tables, and figures. Results As of July 2026, a search for existing reviews in the PubMed, PROSPERO, Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis databases has been conducted, yielding no current or in-progress reviews on our specific topic. An initial search feasibility assessment has been conducted to ensure sufficient articles for a robust review. Data collection, extraction, and analysis will be conducted over the 12 months following the literature search. The completed scoping review is anticipated to be submitted for publication in summer 2027. Conclusions This review will provide a comprehensive overview of how OSCEs are operationalized across nursing, midwifery, and medical programs. It will highlight emerging themes, key differences between guidelines and practice, and underresearched areas, informing future research and educational practice.
L. Creelman, James Lomen, Cheltey Berlinguette et al.· JMIR Research Protocols· 0 citations
The transition period for new graduate nurses (NGNs) is critical, with many experiencing challenges due to inadequate preparation for environmental pressures. This study aims to examine NGNs' knowledge, understanding, and experiences, as well as the development of curricula that prepare students for clinical practice. The transition program was evaluated using the Broom methodology for integrative review. The literature review included 15 English-language articles from Scopus, PubMed, and ScienceDirect, published up to August 2025. Structured support programs are necessary to facilitate the transition from a new graduate to a novice nurse. Mentoring, which can be initiated at the university level, has been shown to enhance skills, task performance, professionalism, and patient safety. Mentoring is a vital component in preparing NGNs and represents a concrete strategy to support best practices. No patient or public contribution was involved in this research.
Haeril Amir, R. S. Hariyati, Enie Novieastari et al.· Asia Pacific Journal of Heal...· 0 citations
Embedding structural changes within assessment design, rather than relying on rule enforcement, will ensure nursing and midwifery graduates are prepared to thrive in an AI-enabled world.
Y. Salamonson, Pauletta Irwin, R. Kornhaber et al.· Journal of Clinical Nursing· 0 citations
