More than a placement: A scoping review of the theoretical foundations shaping workplace learning for future nurses.

BACKGROUND

Workplace learning is essential for preparing undergraduate nursing students for complex healthcare environments. Despite its central role in developing competence and professional identity, the theoretical foundations of workplace curricula remain poorly articulated. A clearer understanding of how theory informs workplace learning is needed to design curricula that align with clinical practice.

OBJECTIVE

To identify the educational theories underpinning workplace learning in undergraduate nursing education and how they are enacted in practice.

METHODS

We conducted a scoping review following Joanna Briggs Institute methodology and PRISMA-ScR reporting standards. Six databases (PubMed, Embase, CINAHL, ERIC, Academic Search Premier, PsychINFO) were searched for peer-reviewed studies published between 2013 and 2026. Eligible studies focused on undergraduate vocational and bachelor nursing students, described workplace learning in authentic clinical settings, and explicitly referenced theory. Two reviewers independently screened and selected studies. Data were charted and thematically analysed to identify themes within theoretical foundations and their influence on learning.

RESULTS

Of 5571 screened records, 35 studies met the inclusion criteria. Although few curricula explicitly described theoretical grounding, the theories identified represented a broad range, including sociocultural learning, constructivist and transformative approaches, situated learning, communities of practice and motivational frameworks. Analysis revealed three analytically distinct but interrelated dimensions of workplace learning: contextual, social and individual. These dimensions were enacted through curriculum design approaches encompassing system-level collaboration and supervisory structures (contextual), identity formation, participation and relational learning (social), and professional identity internalisation and agency and competence development (individual).

CONCLUSION

Theoretical underpinnings of workplace learning in nursing education remain sparse but conceptually diverse. When applied, theoretical perspectives support more intentional structuring of supervision, participation and reflection, promoting students' professional development. Explicit theoretical grounding may strengthen the coherence, quality and future-readiness of workplace learning for nursing students.