Table 1.
Characteristics of the included studies.
| Author year country setting | Objective | Design | Level professions (n) | Theory used application and intervention duration | Overall study outcomes/effectiveness of the intervention | Limitations strengths recommendations |
|---|---|---|---|---|---|---|
| Carroll et al. (36) Australia University |
To explore engagement of students to response systems such as GoSoapBox and explain its contribution to the learning process | Explanatory Sequential mixed method | Undergraduate Paramedic, psychology, nutrition, dietetics, nursing, and public health (n = 350) | SLT in teaching Implemented the four stages of observational learning of Bandura's SLT • Attention: students initially watched and assessed the interactions and contributions of the cohort leaders • Retention: more critical evaluations were made about what was working and what was not • Reproduction: participation in the discussion was encouraged • Motivation: expose to a variety of models which are not available in traditional classroom format. Duration: one semester |
The use of SLT in investigating the effectiveness of GoSoapBox proved that it is a valuable tool for stimulating conversations and debates on controversial topics, such as gender, religion, and politics The SLT framework found that students gained the ability to participate in discussions which may lead to sustained learning and improved critical thinking |
• Although anonymity encouraged discussion, but also created unsafe learning environment for marginalized students • Discussion component of GoSoapBox was the best component to students' learning, followed by Polls and social questions and answers. • GoSoapBox use requires a code of conduct outlining appropriate behavior to ensure safe spaces, minimize distraction, and increase learning |
| Carter et al. (37) Australia University |
To develop and test a model, based on SCT, of final-year students' intending to undertake a higher degree in PPR after graduation | Quantitative questionnaire | Undergraduate Pharmacy (n = 386) | SCT in teaching and developing a model A hypothesis was generated from SCT which suggested that a person's motivation to undertake a particular activity may be influenced by their self-efficacy and outcome expectancy Final year students in the final week of the semester undertook a survey to investigate interest in Pharmacy practice research after graduation Duration: 1 week |
Pharmacy practice educators have role in influencing students' undertaking PPR as a career Exposure to PPR appears to have little influence on students' perceptions of PPR as a career To increase pharmacy students' selection of PPR as a career path, pharmacy practice educators need to provide links between research and practice |
• Used a structural efficacy model to test the hypothesis in a cross-sectional study Generalizability of findings is limited The direction of influence between self-efficacy and outcome expectancy requires some consideration Convergent validity is absent • Mentoring programs in PPR are recommended Longitudinal study is warranted |
| Irvine et al. (38) Australia University |
To determine SRL strategies used by final year students. | Concurrent mixed methods study (questionnaire and interviews) | Undergraduate Nursing students (n = 319) | SCT and self-regulated learning in teaching SRL is a learning model situated in SCT and considers learners as active participants in their learning process with the ability to monitor, manage, and regulate specific parts of their cognition, motivational behaviors, and surroundings • Used a questionnaire that reliably measures the 15 scales of Pintrich's social cognitive model of SRL In the qualitative part, an analysis protocol was used, a theory guided approach, using question prompts linked to theoretical categories of SRL Duration: one semester |
High levels of motivational and learning strategies were used by students in their approach to learning, and in their roles as near-peer teachers Learning strategies were associated with higher- order learning A dyadic approach in peer teaching can support metacognitive-shared regulation and identify how self-doubt may affect NPTs' performance |
• Limited generalizability and data integration • Significance of incorporating SRL in the undergraduate nurse curriculum to enhance students' performance and promote confidence in their future teaching opportunities in clinical settings |
| Kennedy et al. (40) Canada University |
To develop and psychometrically assess the Nursing Competence Self-Efficacy Scale (NCSES) | Quantitative questionnaire | Undergraduate Nursing students (n = 252) | Self-efficacy and SCT in assessment A 22 item NCSES was developed to measure nursing students' self-efficacy for practice competence based on Bandura's SCT theory: • The wording in the stem of each item used phrases that are concerned with the perceived capabilities and not with the intention • Used a 9-point response format to increase discrimination, Duration: 6 weeks |
A scale with evident construct validity, internal consistency reliability, and test–retest stability reliability Can be used to examine undergraduate nursing students' self-efficacy practice competence, assist educators in determining the level of education that students receive, as well as assess novel curriculum interventions targeted at improving students' self-efficacy |
• Relevance of the NCSES in other countries is not yet determined • Valid and reliable scale • Further psychometric assessment of the scale is warranted Qualitative studies in relation to curriculum initiatives or adaptations based on SCT, will increase the current understanding of the construct of interventions targeted at improving students' self-efficacy |
| Koo et al. (34) USA University |
To develop a formative standardized patient experience. | Descriptive study | Undergraduate Nursing students (n = 30) | Self-efficacy and SCT in teaching Used to guide the development of simulated clinical experiences to allow learners to develop collaborative self-efficacy by sequentially participating in two simulated clinical scenarios. Students participated in observational learning by seeing their classmates participate in these two scenarios as inter-professional teams Duration: not mentioned, but was completed in the final semester |
Students' self-efficacy was developed through incremental mastery experiences by repeating the clinical scenarios on more than one occasion Problem-solving and communication skills, and clinical competency were improved Interdisciplinary collaboration and IPE were promoted |
• No objective assessment was conducted • This intervention can be utilized as a teaching tool to develop IPE that can be replicated in a simulated clinical setting and facilitate collaborative practices among health professional students and faulty • learning objectives and simulation scenarios needed to be revised • Facilitating faculty, standardized patients, and collaborating professionals should have adequate training for the scenarios and provide constructive feedback to students |
| Alsiö et al. (39) Sweden Hospital and academia |
To explore HCP experiences of implementing clinical education of medical students in CoP | Qualitative research (Focus groups) | Practice Assistant nurses, nurses and physicians (n = 35) | CoP in teaching Creating teams to enhance student engagement, participation in practice education and to develop learning activities for the students informed by set learning objectives to reach a common goal Duration: not mentioned |
CoP stimulate individual learning, and enhance clinical work Implementing student education at a hospital stimulate learning among staff and was effective for structural development in CoP Opportunities for inter-professional interaction and reflection are vital to successfully implement a new student in CoP |
• Study conducted in one healthcare context • Rich and trustworthy data generated from the focus groups • The need for clinical education opportunities in many countries is increasing. Therefore, the support for staff engagement when implementing education of medical students in CoP needs to be explored |
| Molesworth et al. (41) Scotland University |
To explore how students perceive biosciences in the curriculum. | Qualitative focus groups and interviews | Undergraduate Nursing students (n = 7) | CoP in teaching Understanding students' perceptions of how bioscience education is used in practice during their clinical placements which represents CoP. Students were interviewed after the first and second year of being involved in CoP Duration: 2 years |
Three themes emerged: Bioscience learning within practice, incorporating bioscience knowledge into practice and bioscience knowledge and perceived competence Authors recommend using CoP (practice setting) to reinforce and teach students the biosciences (theory) |
• A study that is limited in scale • Shine a light on students' perspectives of bioscience in practice • Research is required into the role and effectiveness of bioscience-related learning within practice settings |
| Portoghese et al. (42) Italy University |
To expand the knowledge of the CoP in the healthcare setting by analyzing students' perception of respect they were shown during their clinical placements | Quantitative questionnaire | Undergraduate Nursing students (n = 188) | CoP in teaching The clinical practice component of nurse education programs represents an example of a CoP setting where nursing students acquire and advance in the knowledge and skills of nursing CoP was used to describe the practice setting and understand the student experiences Duration: not mentioned |
Feedback and support received from members CoP, and quality of student-tutor relationship showed significant effects on students' perceived respect Social situation might influence students' perceptions of respect while examining nursing students in a CoP |
• Lack of questionnaire validation Limited generalizability Cross-sectional study • Use of quantitative data in CoP research • Longitudinal-type investigation is needed to observe changes of the students' perceptions relating to the role of CoP as working and learning context for clinical practice |
| Chen et al. (35) USA University |
To describe the HPE Pathway program development, curriculum, and initial program outcomes by focusing on the pathway's CoP approach to supporting career development of students as future educators | Mixed method (quantitative program evaluation and qualitative email survey) | Undergraduate and Practice medical students, residents, and fellows, learners from other HPE schools. (n = 71) | CoP in teaching through course requirements, learners engage and work with members of the educator CoP. Pathway instructors (health professions educators) are faculty members who model a breadth of educator careers to help learners imagine personal trajectories. Then learners completed mentored educational projects Duration: 5 years |
Learners gained knowledge and skills for continued engagement with CoP educators, confirmed their career aspirations, joined an educator-in-training community (engagement/imagination), and disseminated via scholarly meetings and peer-reviewed publications (alignment) Learners identified engagement with the learner community as the most powerful aspect of the pathway. |
• HPE Pathway provides a robust example of employing a CoP framework to developing health professions educators |
CoP, Community of Practice; HCP, Healthcare professionals; HPE, Health professions education; SCT, Social cognitive theory; SLT, Social learning theory; SRL, Self-regulated learning; NCSES, Nursing Competence Self-Efficacy Scale; NE, Nutrition Educator; NPT, Near peer teaching; PPR, Pharmacy practice research; RN, Registered nurses.